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Articles 31 - 40 of 40
Full-Text Articles in Education
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
Interdisciplinary Journal of Problem-Based Learning
Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and …
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
Interdisciplinary Journal of Problem-Based Learning
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the …
Assessing The Role Of Online Technologies In Project-Based Learning, Jason Ravitz, Juliane Blazevski
Assessing The Role Of Online Technologies In Project-Based Learning, Jason Ravitz, Juliane Blazevski
Interdisciplinary Journal of Problem-Based Learning
This study examines the relationships between teacher-reported use of online resources, and preparedness, implementation challenges, and time spent implementing project- or problem-based learning, or approaches that are similar to what we call “PBL” in general. Variables were measured using self-reports from those who teach in reform network high schools that emphasize PBL approaches (n = 166) and those who do not (n = 164). In both school types, technology use was positively related to the amount of PBL use and teacher preparedness. We used path analysis (two-group SEM) to test a model that predicted online technology use in the context …
Editors' Introduction, Jiyoon Jung, Michael M. Grant
Editors' Introduction, Jiyoon Jung, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez
Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez
Interdisciplinary Journal of Problem-Based Learning
Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading thinkers and professional organizations had advocated that teaching and curricula should be focused and organized around problem solving. In this paper we describe three such technology-supported curricula—a project-based learning (PjBL) unit, problem-solving activities (PS) unit, and a model-eliciting activities (MEA) unit—that align with this perspective and discuss the …
An Instructional Model To Support Problem-Based Historical Inquiry: The Persistent Issues In History Network, Thomas Brush, John Saye
An Instructional Model To Support Problem-Based Historical Inquiry: The Persistent Issues In History Network, Thomas Brush, John Saye
Interdisciplinary Journal of Problem-Based Learning
For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about persistent societal problems as they occur in particular historical periods. In order to prepare future teachers to be better able to implement this model in their classrooms, we have integrated components of this model throughout our secondary …
Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis
Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis
Interdisciplinary Journal of Problem-Based Learning
Socioscientific Inquiry (SSI) represents one approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and require a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004). However, inquiry tasks in general and SSI projects in particular are not widely adopted in K-12 settings, despite strong beliefs among teachers that these types of activities are valuable (Marshall, Horton, Igo, & Switzer, 2009). We suggest Collaborative Action Research may provide an important platform for enabling teachers to experience success through systematic investigations of their practice …
The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun
The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun
Interdisciplinary Journal of Problem-Based Learning
A mixed-methods research study was designed to examine teachers’ knowledge and confidence for implementing a STEM-based problem-based learning (PBL) unit in their 6–12 grade science and math classrooms. Twenty-one teachers (7 in-service and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then created, an immersive PBL unit related to sustainable energy. Data were collected through a pre-post content knowledge test and two pre-post surveys—one measuring knowledge and confidence for implementing PBL and one measuring science teaching efficacy. Daily reflections and focus group interviews provided additional data regarding teachers’ changing knowledge and confidence related …
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 …
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 …