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Articles 1 - 19 of 19
Full-Text Articles in Entire DC Network
Editor’S Introduction, Krista Glazewski
Editor’S Introduction, Krista Glazewski
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Guest Editors' Introduction: Unpacking The Role Of Assessment In Problem- And Project-Based Learning, Liz Bergeron, Drew Schrader, Kris Williams
Guest Editors' Introduction: Unpacking The Role Of Assessment In Problem- And Project-Based Learning, Liz Bergeron, Drew Schrader, Kris Williams
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo
Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo
Interdisciplinary Journal of Problem-Based Learning
In an effort to adopt more equitable and humanizing grading practices, this teacher inquiry explores how educators attempted to improve students’ views of learning and assessments by utilizing rubrics on a sliding scale. Using the sliding scale rubric approach to grading provided an opportunity for students and educators to rethink how learning is evaluated. The authors found that the logistics of using sliding scale rubrics as a grading tool does need to be refined and further evaluated; however, the belief that a student can receive a grade based on her or his individual starting point did have some positive implications …
“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford
“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford
Interdisciplinary Journal of Problem-Based Learning
Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit to using project and/or problem-based learning as the primary instruction methodology (New Tech Network, 2017). This study uses qualitative data to investigate student perspectives of PBL across multiple disciplines at the high school level in NTN schools. Results suggest that students find value in the “hard work” they engaged in whilst …
The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo
The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo
Interdisciplinary Journal of Problem-Based Learning
Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and …
Call For Manuscripts: “Pbling The Unpblable”: Exploring The Power Of Pbl Implementations For Organizational Learning, Krista Glazewski
Call For Manuscripts: “Pbling The Unpblable”: Exploring The Power Of Pbl Implementations For Organizational Learning, Krista Glazewski
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
The Role Of Using Formative Assessments In Problem-Based Learning: A Health Sciences Education Perspective, Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, Max C. Anderson
The Role Of Using Formative Assessments In Problem-Based Learning: A Health Sciences Education Perspective, Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, Max C. Anderson
Interdisciplinary Journal of Problem-Based Learning
Practitioners in the field of pharmacy are often confronted with ill-structured problems. Specifically, pharmacists are tasked with making patient-specific recommendations that are both safe and effective, which requires combining knowledge from the biomedical, behavioral, and pharmaceutical sciences. Given the dynamic nature of pharmacy as a profession, the field has begun to explore learning strategies that go beyond mere content coverage to strategies that better support higher-order learning outcomes. One of these approaches is problem-based learning (PBL). While studies have focused on how to support PBL to improve learning outcomes, the role of assessment is often overlooked. Further exploration is thus …
Project-Based Learning (Pjbl) In Three Southeastern Public Schools: Academic, Behavioral, And Social-Emotional Outcomes, Brooke T. Culclasure, Kyle C. Longest, Troy M. Terry
Project-Based Learning (Pjbl) In Three Southeastern Public Schools: Academic, Behavioral, And Social-Emotional Outcomes, Brooke T. Culclasure, Kyle C. Longest, Troy M. Terry
Interdisciplinary Journal of Problem-Based Learning
Project-based learning (PjBL) as a PK–12 instructional model is growing nationwide. PjBL is seen as a mechanism to deliver academic content in a more engaging way for students and in a way that stresses the development of skills critical to success in the 21st-century workforce. Because of its increasing popularity and the disparate breadth of research around the model, a study of PjBL in three southeastern public schools was conducted during academic years 2015–2016 and 2016–2017. This study attempted to better understand how PjBL was implemented in schools and to explore the impact of PjBL on schools, teachers, and students. …
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
Interdisciplinary Journal of Problem-Based Learning
Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, …
Recursive Reflective Reports: Embedded Assessment In Pbl Courses For Second Language Teacher Education, Cynthia A. Caswell
Recursive Reflective Reports: Embedded Assessment In Pbl Courses For Second Language Teacher Education, Cynthia A. Caswell
Interdisciplinary Journal of Problem-Based Learning
This conceptual article begins with a general definition of reflection and the soft skills of PBL: collaboration, agency, and metacognition. Then it presents theoretical frameworks for reflection from second language teacher education (SLTE) (Farrell, 2015; Pennington & Richards, 2016) and illustrates six types of reflection with examples from the field of SLTE. The article features a reflective self- and peer-assessment instrument, utilized in a graduate SLTE program. The standard yet flexible template of the reflective teaching report (RTR) allows these teacher educators to interact with their students’ development in the soft skills and the content of the SLTE knowledge base. …
Performance Assessment Practice As Professional Learning, Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger
Performance Assessment Practice As Professional Learning, Vanessa Svihla, Tim Kubik, Tori Stevens-Shauger
Interdisciplinary Journal of Problem-Based Learning
While performance assessment (PA) is well aligned to project-based learning (PjBL), teachers find it challenging to design and implement PA that is faithful to the authentic context of their projects and viewed externally as rigorous. In contrast to standardizing PA tasks — thereby diminishing authenticity — we formed a research-practice partnership (Coburn, Penuel, & Geil, 2013) that developed and used a “shell” to guide teachers in planning, implementing, and engaging in rigorous dialogues that evaluate and elevate PA practice across four PjBL schools. Drawing from analysis of artifacts and audio-recorded professional development sessions, we highlight how the effort to standardize …
Implementing And Evaluating A Course-Based Undergraduate Research Experience (Cure) At A Hispanic-Serving Institution, Michele I. Shuster Phd, Jennifer Curtiss, Timothy F. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland
Implementing And Evaluating A Course-Based Undergraduate Research Experience (Cure) At A Hispanic-Serving Institution, Michele I. Shuster Phd, Jennifer Curtiss, Timothy F. Wright, Camilla Champion, Maryam Sharifi, Judith Bosland
Interdisciplinary Journal of Problem-Based Learning
We are examining the impact of a course-based undergraduate research experience (CURE) at a land-grant, Hispanic-serving institution in the southwestern United States. Students in our CURE completed one or two extended research projects over a single semester. Our CURE enrolled a high proportion of underrepresented minority students (70.3%), including 60.2% Hispanic students. One year after CURE completion, 31.5% of CURE students had graduated with a STEM degree, and 54.3% were enrolled in a STEM major. Pre- and postcourse surveys of indicators of persistence including scientific self-efficacy, scientific identity, valuing scientific community objectives, and intention to persist showed positive shifts. Impacts …
Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning
Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Editor’S Introduction, Xun Ge
Editor’S Introduction, Xun Ge
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Extending The Challenge Of Problem-Based Learning, Jessica J. Sullivan
Extending The Challenge Of Problem-Based Learning, Jessica J. Sullivan
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Problem-Based Learning In Teacher Education, Susan M. Bridges
Problem-Based Learning In Teacher Education, Susan M. Bridges
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Elementary School Entrepreneurs, Annie Mcmahon Whitlock
Elementary School Entrepreneurs, Annie Mcmahon Whitlock
Interdisciplinary Journal of Problem-Based Learning
In this paper, I describe the implementation of a project-based economics unit in a fifth-grade classroom in Michigan, titled One Hen. One Hen is a curricular unit designed to teach students about social entrepreneurship as a way for students to learn economic concepts while developing their own civic efficacy by engaging in a project where they design and run their own social business. These findings are part of a larger case study that examines one fifth-grade class’s experience with One Hen and what these students learned about the economic concepts of loans and entrepreneurship. Through the authentic experiences of project-based …
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Interdisciplinary Journal of Problem-Based Learning
Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain …
Developing Clinical Reasoning Skills Through Argumentation With The Concept Map Method In Medical Problem-Based Learning, Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee
Developing Clinical Reasoning Skills Through Argumentation With The Concept Map Method In Medical Problem-Based Learning, Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee
Interdisciplinary Journal of Problem-Based Learning
This study aims to explore the effects of argumentation with the concept map method during medical problem-based learning (PBL) on individual clinical reasoning. Individual clinical reasoning ability was assessed through problem-solving performance and arguments that students constructed during individual clinical reasoning processes. Toulmin’s model of argument was utilized as a structure for arguments. The study also explored whether there would be any differences between the firstand second-year medical students. Ninety-five medical students participated in this study, and they took two PBL modules. During PBL, they were asked as a group to construct concept maps based on their argumentation about a …