Abstract

Abstract:

This study proposes a design for and examines the effects of a problem-based learning approach to the promotion and assessment of deep learning in undergraduate linguistics education. Specifically, it reports on how the higher-order learning outcomes are achieved by students through a semester-long problem-solving task in an introductory Spanish linguistics course. Specific teaching strategies are described, and achievement is measured by student grades, self-evaluations, and reflections. This approach has proven effective for stimulating such higher-order thinking skills as (i) applying knowledge of the material to solving linguistic problems, (ii) developing skills in research and critical analysis, and (iii) developing a professional work ethic.

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Additional Information

ISSN
1535-0665
Print ISSN
0097-8507
Pages
pp. e1-e21
Launched on MUSE
2020-03-16
Open Access
No
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