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Full-Text Articles in Education

“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford Sep 2019

“We’Re Doing Things That Are Meaningful”: Student Perspectives Of Project-Based Learning Across The Disciplines, Emily E. Virtue, Brandi N. Hinnant-Crawford

Interdisciplinary Journal of Problem-Based Learning

Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit to using project and/or problem-based learning as the primary instruction methodology (New Tech Network, 2017). This study uses qualitative data to investigate student perspectives of PBL across multiple disciplines at the high school level in NTN schools. Results suggest that students find value in the “hard work” they engaged in whilst ...


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 ...


Solving Real World Problems With Alternate Reality Gaming: Student Experiences In The Global Village Playground Capstone Course Design, Mary J. Dondlinger, Julie K. Mcleod Jan 2015

Solving Real World Problems With Alternate Reality Gaming: Student Experiences In The Global Village Playground Capstone Course Design, Mary J. Dondlinger, Julie K. Mcleod

Interdisciplinary Journal of Problem-Based Learning

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate what aspects of this problem-based, hybrid, course design students found most and least beneficial to their learning. Findings suggest strategies ...


All Problems Are Not Equal: Implications For Problem-Based Learning, David H. Jonassen, Woei Hung Oct 2008

All Problems Are Not Equal: Implications For Problem-Based Learning, David H. Jonassen, Woei Hung

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem difficulty. Problem difficulty is define in terms of complexity, including breadth of knowledge, attainment level, intricacy of procedures, relational complexity, and problem structuredness including intransparency, heterogeneity of interpretations, interdisciplinarity, dynamicity, or competing ...