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Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Supporting Student Self-Regulated Learning In Problem- And Project-Based Learning, Mary C. English, Anastasia Kitsantas
Interdisciplinary Journal of Problem-Based Learning
In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators …
Commentary For The Special Issue: Pbl Scholarship: Building On The Educational Vision Of Howard Barrows, Peggy A. Ertmer
Commentary For The Special Issue: Pbl Scholarship: Building On The Educational Vision Of Howard Barrows, Peggy A. Ertmer
Interdisciplinary Journal of Problem-Based Learning
In this commentary, I discuss each of the seven articles included in this special issue, which, as a collection, honor the impact of Howard Barrows’ vision on the scholarship and practice of problem-based learning (PBL). Collectively, these articles represent a variety of contexts, content areas, delivery formats, and structures in PBL implementations and research. Each article is examined and evaluated for specific information that practitioners and researchers may use in their future PBL efforts.
Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher
Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher
Interdisciplinary Journal of Problem-Based Learning
One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen academic potential during the PBL units. This advanced academic potential group was compared with students identified as gifted using district criteria and the remaining sixth grade students. Measures included standardized achievement test scores, teacher ratings of students’ engagement in PBL, and independent ratings of students’ performance on specific PBL assignments. …