Education Commons^™

Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard

Interdisciplinary Journal of Problem-Based Learning

This quantitative study examined factors underlying middle and high school teachers’ choices about whether to use problem-based learning (PBL). Survey items measured respondents’ perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non–PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers’ intention to implement PBL …

Best Practices In Engaging Online Learners Through Active And Experiential Learning Strategies, Gamze Ozogul

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

On The Removal Of Motivation And Structural Barriers In The Classroom And Across The Mathematics Curriculum, Benjamin Wiles, Chantal Levesque-Bristol

IMPACT Presentations

Presentation at the research roundtable discussion at the 2018 Critical Issues in Math Education Workshop, Mathematical Sciences Research Institute, in Berkeley, CA.

Presents data on the ability of active learning methods to impact motivation and promote learning outcomes in mathematics courses.