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The Effectiveness Of Problem-Based Instruction: A Comparative Study Of Instructional Methods And Student Characteristics, John R. Mergendoller, Nan L. Maxwell, Yolanda Bellisimo
The Effectiveness Of Problem-Based Instruction: A Comparative Study Of Instructional Methods And Student Characteristics, John R. Mergendoller, Nan L. Maxwell, Yolanda Bellisimo
Interdisciplinary Journal of Problem-Based Learning
This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students’ macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy. Over all, PBL was found to be a more effective instructional approach for teaching macroeconomics than traditional lecture–discussion (p = .05). Additional analyses provided evidence that PBL was more effective than traditional instruction with students of average verbal ability and below, students who were more interested in learning economics, and students who were most …
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian R. Belland, Peggy A. Ertmer, Krista D. Simons
Perceptions Of The Value Of Problem-Based Learning Among Students With Special Needs And Their Teachers, Brian R. Belland, Peggy A. Ertmer, Krista D. Simons
Interdisciplinary Journal of Problem-Based Learning
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located.We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings …
Preliminary Report To The Purdue Writing Lab: Assessing Usability Of The "New" Online Writing Lab (Owl) Design And Contents, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Preliminary Report To The Purdue Writing Lab: Assessing Usability Of The "New" Online Writing Lab (Owl) Design And Contents, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Purdue Writing Lab/Purdue OWL Research Reports
This report is submitted June 16, 2006 to the Purdue University Writing Lab, specifically to Linda Bergmann, Director; Tammy Conard-Salvo, Associate Director; and Karl Stolley, Lead Web Designer. Intended to inform the ongoing redesign of the Online Writing Lab (OWL), it is written to maintain the highest level of usability and user-centered design of a unique, globally-utilized information resource. This document is a preliminary report limited to initial findings from a five-step usability testing protocol conducted February 25 through March 3, 2006. This testing plan was submitted to Purdue’s Institutional Review Board’s Committee on the Use of Human Subjects (IRB) …
Preparing Teachers To Use Problem-Centered, Inquiry-Based Science: Lessons From A Four-Year Professional Development Project, James D. Lehman, Melissa George, Peggy Buchanan, Michael Rush
Preparing Teachers To Use Problem-Centered, Inquiry-Based Science: Lessons From A Four-Year Professional Development Project, James D. Lehman, Melissa George, Peggy Buchanan, Michael Rush
Interdisciplinary Journal of Problem-Based Learning
Calls for reform in science education stress the need for inquiry-based, integrative methods that provide students with opportunities to solve authentic problems. Project INSITE, a four-year professional development effort in Indiana, was designed to help teachers integrate problem-centered science methods in their classrooms. This approach was characterized by use of a meaningful driving question anchored in a real-world context; student-conducted investigations that resulted in the creation of products; collaboration among students, teachers, and the community; and use of technology as a tool for gathering and sharing information. Quantitative and qualitative evaluations of the project suggest that it was generally successful …
The 3c3r Model: A Conceptual Framework For Designing Problems In Pbl, Woei Hung
The 3c3r Model: A Conceptual Framework For Designing Problems In Pbl, Woei Hung
Interdisciplinary Journal of Problem-Based Learning
Well-designed problems are crucial for the success of problem-based learning (PBL). Previous discussions about designing problems for PBL have been rather general and inadequate in guiding educators and practitioners to design effective PBL problems. This paper introduces the 3C3R PBL problem design model as a conceptual framework for systematically designing optimal PBL problems. The 3C3R model comprises two classes of components: core components and processing components. Core components—including content, context, and connection—support content and conceptual learning, while processing components—consisting of researching, reasoning, and reflecting—concern students’ cognitive processes and problem-solving skills. This paper discusses the model in terms of its theoretical …
Goals And Strategies Of A Problem-Based Learning Facilitator, Cindy E. Hmelo-Silver, Howard S. Barrows
Goals And Strategies Of A Problem-Based Learning Facilitator, Cindy E. Hmelo-Silver, Howard S. Barrows
Interdisciplinary Journal of Problem-Based Learning
This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was accomplished through interaction analysis using video data and stimulated recall to examine two PBL group meetings. In this paper, we examine how specific strategies were used to support the PBL goals of helping students construct causal explanations, reason effectively, and become self-directed learners while maintaining a student-centered learning process. Being able to articulate these strategies is an important step in helping others learn the …
Jumping The Pbl Implementation Hurdle: Supporting The Efforts Of K–12 Teachers, Peggy A. Ertmer, Krista D. Simons
Jumping The Pbl Implementation Hurdle: Supporting The Efforts Of K–12 Teachers, Peggy A. Ertmer, Krista D. Simons
Interdisciplinary Journal of Problem-Based Learning
While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K–12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers’ classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers’ initial and ongoing efforts, we …
Overview Of Problem-Based Learning: Definitions And Distinctions, John R. Savery
Overview Of Problem-Based Learning: Definitions And Distinctions, John R. Savery
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.
On The Go With Chm 125, Econ 210, Phys 218, And Biol 205: Coursecasting At A Large Research University, Jeremy R. Garritano, David B. Eisert
On The Go With Chm 125, Econ 210, Phys 218, And Biol 205: Coursecasting At A Large Research University, Jeremy R. Garritano, David B. Eisert
Libraries Faculty and Staff Presentations
Considered one of the larger and broader coursecasting programs currently in the United States, Purdue University's BoilerCast system offers many challenges and opportunities for faculty, staff, and students on and off campus. The ease of accession of audio course lectures online and their integration with RSS feeds allow students to review lectures before exams, can supplement in-class talks, and even let faculty critique their own lectures. However, a podcasting or coursecasting service is not without its tribulations. For those exploring the possibilities of coursecasting, this paper will discuss the ongoing costs and benefits of a large-scale coursecasting system, lessons learned, …
Owl Usability Report: Appendices, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Owl Usability Report: Appendices, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Purdue Writing Lab/Purdue OWL Research Reports
This document includes appendices to the OWL Usability Report and contains survey and testing instruments, testing scripts, and testing data. It also includes information about the Creative Commons licensing associated with the OWL Usability documents produced in 2006.
Purdue Online Writing Lab (Owl) Research Report, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Purdue Online Writing Lab (Owl) Research Report, Michael Salvo, H. Allen Brizee, Dana Lynn Driscoll, Morgan Sousa
Purdue Writing Lab/Purdue OWL Research Reports
This report outlines the history of the Purdue Online Writing Lab (OWL) and details the OWL Usability Project through the summer of 2006. The paper also discusses test methodologies, describes test methods, provides participant demographics, and presents findings and recommendations of the tests. The purpose of this report is to provide researchers, administrators, and pedagogues interested in usability and Writing Labs access to information on the Purdue OWL Usability Project. We hope our findings—and this open source approach to our research—will contribute positively to the corpus on usability and Writing Lab studies.