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Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
The purpose of this descriptive study was to explore inservice teachers’ definitions of project based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.
Beyond Beliefs: Teachers Adapting Problem-Based Learning To Preexisting Systems Of Practice, John L. Pecore
Beyond Beliefs: Teachers Adapting Problem-Based Learning To Preexisting Systems Of Practice, John L. Pecore
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy …