DUPE Shin, H. (2012, June), A Case study for Problem-based Learning Course in Environmental Engineering Program  Paper presented at 2012 ASEE International Forum, San Antonio, Texas. 10.18260/1-2--17023

\bibitem{asee_peer_17023}
  DUPE Shin, H. (2012, June), \emph{A Case study for Problem-based Learning Course in Environmental Engineering Program}
  Paper presented at 2012 ASEE International Forum, San Antonio, Texas.
  10.18260/1-2--17023

Hyun-sang DUPE Shin.  "A Case study for Problem-based Learning Course in Environmental Engineering Program".  2012 ASEE International Forum, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://strategy.asee.org/17023 Internet.  14 May, 2024

\bibitem{asee_peer_17023}
  Hyun-sang DUPE Shin.
  "A Case study for Problem-based Learning Course in Environmental Engineering Program".
  \emph{2012 ASEE International Forum, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://strategy.asee.org/17023 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_17023
author = "Hyun-sang DUPE Shin"
title = "A Case study for Problem-based Learning Course in Environmental Engineering Program"
booktitle = "2012 ASEE International Forum"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/17023}
number = {10.18260/1-2--17023}
}

TY  - CPAPER
AB  -             A Case study for Problem-based Learning Course in                     Environmental Engineering Program                                      Hyun-sang Shin                                 hyuns@seoultech.ac.kr  Dept. of Environmental Engineering, Seoul National University of Science and                   Technology, Seoul, 139-743, Republic of KoreaThe purpose of this study was to identify the effect of problem-based learning(PBL) inEnvironmental Engineering program. Participants were 81 undergraduate students whoenrolled in 'Environmental Instruments Analysis' course. First, based on problem-basedlearning model, PBL procedures of the course were introduced. Second, PBL scenarios anddesign principles were provided. Third, the learning effects of PBL instruction on students'teamwork, lifelong learning ability and problem-solving ability are analyzed. Teaching tips forpromoting students' teamwork, lifelong-learning ability and problem-solving ability in PBL wereprovided.
AU  - Hyun-sang DUPE Shin
CY  - San Antonio, Texas
DA  - 2012/06/09
PB  - ASEE Conferences
TI  - A Case study for Problem-based Learning Course in Environmental Engineering Program
UR  - https://strategy.asee.org/17023
DO  - 10.18260/1-2--17023
ER  -