A Study of Science and Engineering Writing Instructional Models Using PBL

In this study, we proposed a model for a science and engineering writing class as an example of a PBL-based course within the Thinking and Expression for Science and Engineering program, a required liberal arts writing course at Pukyong National University. The class was designed to move from basic writing to discipline-specific writin, dividing the course into writing practice and actual writing, with the latter modeled after PBL. In this model, PBL serves as a learner-centered activity, a problem-solving process, and a method for practicing science essay writing in class. In scientific writing, it is important for students to recognize the significance and necessity of writing, as well as to reduce their resistance to it. Therefore, all writing activities in the class shifted from being primarily group-based to individual tasks, with the group activities organized as PBL (Problem-Based Learning) exercises. Students reported that they were able to experience various communication processes through the group problem-solving process that integrated both theory and practice. To meet the demands of contemporary society, writing courses should be designed to help students understand various social phenomena through science and technology. Additionally, they should develop the ability to collaboratively solve diverse problems. In this context, a science and engineering writing instructional models using PBL as a teaching method are effective because it addresses the needs of learners and enhances their skills.