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Interdisciplinary Journal of Problem-Based Learning

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Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning Feb 2019

Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Extending The Challenge Of Problem-Based Learning, Jessica J. Sullivan Feb 2019

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 Feb 2019

Problem-Based Learning In Teacher Education, Susan M. Bridges

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Elementary School Entrepreneurs, Annie Mcmahon Whitlock Jan 2019

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 ...


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 Jan 2019

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 Jan 2019

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 ...


Problem-Based Learning In Professional Studies From The Physiotherapy Students’ Perspective, Hilkka Korpi, Liisa Peltokallio, Arja Piirainen Nov 2018

Problem-Based Learning In Professional Studies From The Physiotherapy Students’ Perspective, Hilkka Korpi, Liisa Peltokallio, Arja Piirainen

Interdisciplinary Journal of Problem-Based Learning

The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process ...


Scaffolding For Optimal Challenge In K–12 Problem-Based Learning, Nam Ju Kim, Brian R. Belland, Daryl Axelrod Nov 2018

Scaffolding For Optimal Challenge In K–12 Problem-Based Learning, Nam Ju Kim, Brian R. Belland, Daryl Axelrod

Interdisciplinary Journal of Problem-Based Learning

Establishing optimal challenge enhances intrinsic motivation, interest, and the probability of success in the learning activity. In K–12 problem-based learning (PBL), students may struggle to address associated tasks that are beyond their current ability levels. This paper suggested learner-centered scaffolding systems (LSS) to improve K–12 students’ perception of optimal challenge by addressing their learning issues in PBL. LSS enhances students’ experience in autonomy and competence by providing multiple types of scaffolding in accordance with students’ different needs and difficulties in PBL. Students can control the nature and frequency of scaffolding by themselves according to their needs and ability ...


Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard Oct 2018

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 and recommend the ...


Developing Clinical Reasoning Skills In Teacher Candidates Using A Problem-Based Learning Approach, Terry L. Goodin, Nancy G. Caukin, Heather K. Dillard Oct 2018

Developing Clinical Reasoning Skills In Teacher Candidates Using A Problem-Based Learning Approach, Terry L. Goodin, Nancy G. Caukin, Heather K. Dillard

Interdisciplinary Journal of Problem-Based Learning

In 2013, the Educational Leadership Department at Middle Tennessee State University (MTSU) implemented a redesign of the teacher preparation program to transition from a traditional on-campus model to one delivered both on-campus and in off-campus school sites while using a problem-based learning method. This new program closely follows the medical school model of residency experiences coupled with problem-based learning events. This article describes the problembased learning process used in this program, comparing it with the early versions of medical school problem-based learning that encouraged the development of “clinical reasoning” skills. Similarities and differences are highlighted, along with key components of ...


Recognizing Our Accomplishments, Saying Thank You, And Looking Ahead For Ijpbl And The Field, Michael M. Grant Sep 2018

Recognizing Our Accomplishments, Saying Thank You, And Looking Ahead For Ijpbl And The Field, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard Sep 2018

Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard

Interdisciplinary Journal of Problem-Based Learning

There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based ...


Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein Sep 2018

Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein

Interdisciplinary Journal of Problem-Based Learning

This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes—defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects ...


Zooming Into A Tinkering Project: The Progression Of Learning Through Transitional Objects, Priyanka Parekh, Elisabeth R. Gee Aug 2018

Zooming Into A Tinkering Project: The Progression Of Learning Through Transitional Objects, Priyanka Parekh, Elisabeth R. Gee

Interdisciplinary Journal of Problem-Based Learning

The Maker Movement has been received by the field of K–12 education with great enthusiasm as a way of teaching STEM content to children. We call attention to and identify learning opportunities in children’s projects created in a playful, informal environment with easily available materials. In keeping with research in the field of maker education and learning sciences, we describe tinkering as a constructionist learning activity in which meaning making is captured through transitional objects (Bamberger, 1995). First, we examine one specific tinkering project and identify transitional objects within the project. Next, we discuss the process of meaning ...


Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith May 2018

Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith

Interdisciplinary Journal of Problem-Based Learning

In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants included 20 children aged 6–12. This research was guided by Vossoughi, Hooper, and Escudé’s (2016) call for explicit attention to pedagogical practices during the ...


Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron May 2018

Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron

Interdisciplinary Journal of Problem-Based Learning

The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.


Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine May 2018

Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine

Interdisciplinary Journal of Problem-Based Learning

With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as ...


Best Practices In Engaging Online Learners Through Active And Experiential Learning Strategies, Gamze Ozogul Mar 2018

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

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


The Effect Of Problem-Based Learning On The Creative Thinking And Critical Thinking Disposition Of Students In Visual Arts Education, Kani Ulger Mar 2018

The Effect Of Problem-Based Learning On The Creative Thinking And Critical Thinking Disposition Of Students In Visual Arts Education, Kani Ulger

Interdisciplinary Journal of Problem-Based Learning

The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser degree. One possible reason for this result is that in this study, open structures were used for learning activities as a nonroutine problem-solving process to develop creative thinking. Accordingly, the results of this study indicate that PBL can help students with nonroutine problem-solving processes by maintaining uncertainty and enhancing ...


Problem-Based Learning In The Life Science Classroom, K–12, Theresa Cullen, Cat D. Jackson Mar 2018

Problem-Based Learning In The Life Science Classroom, K–12, Theresa Cullen, Cat D. Jackson

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


A Cultured Learning Environment: Implementing A Problem- And Service-Based Microbiology Capstone Course To Assess Process- And Skill-Based Learning Objectives, Rachel M. Watson, John D. Willford, Mariel A. Pfeifer Mar 2018

A Cultured Learning Environment: Implementing A Problem- And Service-Based Microbiology Capstone Course To Assess Process- And Skill-Based Learning Objectives, Rachel M. Watson, John D. Willford, Mariel A. Pfeifer

Interdisciplinary Journal of Problem-Based Learning

In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program’s skill-based and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems experienced by these partners. Instructor assessments enabled understanding of student competencies, and according to external subject matter experts students demonstrated mastery of all learning objectives on the final research presentation. Community partners were completely satisfied with the students’ solutions, professionalism, and communication. Instructional diagnosis and student course evaluations showed satisfaction, engagement ...


The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...


Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition In Multicultural Classrooms, Pamela Hartman, Corinne Renguette, Mary Theresa Seig Feb 2018

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition In Multicultural Classrooms, Pamela Hartman, Corinne Renguette, Mary Theresa Seig

Interdisciplinary Journal of Problem-Based Learning

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas.

Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms ...


Using Analytics To Transform A Problem-Based Case Library: An Educational Design Research Approach, Matthew Schmidt, Andrew A. Tawfik Nov 2017

Using Analytics To Transform A Problem-Based Case Library: An Educational Design Research Approach, Matthew Schmidt, Andrew A. Tawfik

Interdisciplinary Journal of Problem-Based Learning

This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A semisummative evaluation of student concept maps after the third phase revealed unsatisfactory learning outcomes. This paper focuses on how we investigated design flaws that contributed to poor learning performance. A specific focus of our investigation was the use of Google Analytics data, which uncovered weaknesses in our design. Based on our findings ...


An Expert Instructor’S Use Of Social Congruence, Cognitive Congruence, And Expertise In An Online Case-Based Instructional Design Course, Sunnie Lee Watson, Adrie A. Koehler, Peggy Ertmer, Woori Kim, Rudy Rico Nov 2017

An Expert Instructor’S Use Of Social Congruence, Cognitive Congruence, And Expertise In An Online Case-Based Instructional Design Course, Sunnie Lee Watson, Adrie A. Koehler, Peggy Ertmer, Woori Kim, Rudy Rico

Interdisciplinary Journal of Problem-Based Learning

Promoting and sustaining effective discussion—that which contributes to learning—is a skill that eludes many instructors (Darling-Hammond, 2008; Ge, Yamashiro, & Lee, 2000). This study explored the role and strategies of an expert instructor in an online advanced instructional design (ID) course that utilized a case-based learning (CBL) approach. Discussion posts, as well as interview data, were analyzed and coded to explore how the instructor utilized three strategies noted as being critical to students’ learning during problem-centered discussions: social congruence, cognitive congruence, and content expertise (Schmidt & Moust, 1995; Yew & Yong, 2014). Results showed that facilitation choices were made with course goals in mind: modeling the case analysis process and improving students’ ID problem solving. All three strategies were used frequently during discussion facilitation. Strategies tended to be implemented in clusters, with social congruence strategies appearing in every post but four. Implications are discussed for utilizing a combination of these facilitation strategies, in a dynamic manner, within a case-based context.


Problem-Based Learning Pedagogies In Teacher Education: The Case Of Botswana, Thenjiwe Major, Thalia M. Mulvihill Dr. Nov 2017

Problem-Based Learning Pedagogies In Teacher Education: The Case Of Botswana, Thenjiwe Major, Thalia M. Mulvihill Dr.

Interdisciplinary Journal of Problem-Based Learning

The development of primary school teachers is an important aspect of a country’s economic, social, and political well-being. The use of particular pedagogies in teacher education may greatly influence how teachers perform in their classrooms after completing their training programs. This micro-ethnography investigated the extent to which teacher educators in Botswana’s College of Education used problem-based learning (PBL) approaches in the development of preservice primary teachers. While the findings of this micro-ethnography showed that particular teacher educators rarely used problem-based learning approaches, the accompanying insights helped to bring a deeper understanding of what is needed for Botswana’s ...


Guest Editors' Introduction: Problem-Based Learning—Promoting Competences, Shaping The Future, Claude Müller, Monika Schäfer, Geri Thomann Sep 2017

Guest Editors' Introduction: Problem-Based Learning—Promoting Competences, Shaping The Future, Claude Müller, Monika Schäfer, Geri Thomann

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias Jul 2017

Setting The Standard For Project Based Learning: A Proven Approach To Rigorous Classroom Instruction, Michael Dias, Laurie Brantley-Dias

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Creating Cultures Of Thinking: The 8 Forces We Must Master To Truly Transform Our Schools, Sharon F. Dole Jul 2017

Creating Cultures Of Thinking: The 8 Forces We Must Master To Truly Transform Our Schools, Sharon F. Dole

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


How To Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning Versus Interdisciplinary Project-Based Learning, Mirjam Brassler, Jan Dettmers Jul 2017

How To Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning Versus Interdisciplinary Project-Based Learning, Mirjam Brassler, Jan Dettmers

Interdisciplinary Journal of Problem-Based Learning

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students ...