In this paper, we describe the results of our PBL practice for undergraduate students. Our PBL course is characterized by three grades of students proceeding with the project together and students taking it repeatedly for three years. As a result of the evaluation, by repeatedly taking courses, the gradual growth of the students was confirmed. It became clear that students gradually played a core role from peripheral participation. Furthermore, a favorable acceptance by students about the mixed grade was revealed, and many advantages such as being able to touch various values, and promoting exchange among grade were revealed. Meanwhile, the problem unique to mixed grade, such as the complexity of the role of the second grade, became clear.
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