Narayanan, M. (2013, June), Assessment of Innovative Environments that address Intellectual Curiosity  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19240

\bibitem{asee_peer_19240}
  Narayanan, M. (2013, June), \emph{Assessment of Innovative Environments that address Intellectual Curiosity}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19240

Mysore Narayanan.  "Assessment of Innovative Environments that address Intellectual Curiosity".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19240 Internet.  18 May, 2024

\bibitem{asee_peer_19240}
  Mysore Narayanan.
  "Assessment of Innovative Environments that address Intellectual Curiosity".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19240 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_19240
author = "Mysore Narayanan"
title = "Assessment of Innovative Environments that address Intellectual Curiosity"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19240}
number = {10.18260/1-2--19240}
}

TY  - CPAPER
AB  - Assessment of Innovative Environments that address Intellectual Curiosity        The principle behind a cognitive competence, intrapersonal competence, interpersonalcompetence, and practical competence is extremely useful while creating innovativeenvironments that address intellectual curiosity. Utilizing real world problems as a stimulus forstudent learning is not at all new and has been in practice for a very long time. Regardless, aproblem based curriculum is significantly different from the traditional discipline centeredcurriculum. It is important that the aims and objectives of problem based learning are reflectedin every aspect of the learning environment created. Scholars have identified four features thatclearly separate a problem-based curriculum from a traditional, topic-based curriculum. It isimportant that the aims and objectives of problem-based learning are reflected in every aspect ofthe learning environment created. Problem-based curriculum should document accomplishmentsat the upper levels of Bloom's Taxonomy Triangle. Scholars in the area of cognitivescience and educational psychology have identified four features that clearly separate a problem-based curriculum from a traditional, topic-based curriculum. In this presentation, the authordescribes how he has utilized the four features in the courses he teaches. He also presentsanalyses of the feedback data he has obtained and suggests guidelines for further improvement.
AU  - Mysore Narayanan
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Assessment of Innovative Environments that address Intellectual Curiosity
UR  - https://peer.asee.org/19240
DO  - 10.18260/1-2--19240
ER  -