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Full-Text Articles in Education

Engaging Teachers’ Pedagogical Content Knowledge: Adopting A Nine-Step Problem-Based Learning Model, Karen C. Goodnough, Woei Hung Oct 2008

Engaging Teachers’ Pedagogical Content Knowledge: Adopting A Nine-Step Problem-Based Learning Model, Karen C. Goodnough, Woei Hung

Interdisciplinary Journal of Problem-Based Learning

Engaging primary and elementary students in meaningful, relevant science learning is challenging. PBL is an instructional approach that provides a means to foster meaningful science learning while enhancing teachers’ pedagogical content knowledge (PCK). This paper reports on the experiences of a teacher inquiry group consisting of five teachers (K-5) and a university researcher as they adopted a nine-step problem design model to develop PBL experiences. The objectives of the study were to examine how various facets of teachers’ pedagogical content knowledge are engaged as they design PBL modules; describe how teachers engage with a nine-step problem design model; and document ...


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 ...


Teacher As Designer: A Framework For Teacher Analysis Of Mathematical Model-Eliciting Activities, Margret A. Hjalmarson, Heidi Diefes-Dux Jan 2008

Teacher As Designer: A Framework For Teacher Analysis Of Mathematical Model-Eliciting Activities, Margret A. Hjalmarson, Heidi Diefes-Dux

Interdisciplinary Journal of Problem-Based Learning

The study investigated tool development by three middle school mathematics teachers. The tools they designed were intended to support the use of model-eliciting activities (a form of instruction related to problem-based learning) and particularly the students’ presentations of their solutions for the whole class. The study examined the design and purposes for the presentation tools and resulted in a framework for categorizing teachers’ purposes for tools.The framework addressed the unit of analysis for the tools (individual students or groups of students) and the nature of teachers’ purposes for the tools. Design research was used as a theoretical perspective for ...


The Effects Of Multimedia-Supported Problem-Based Inquiry On Student Engagement, Empathy, And Assumptions About History, Thomas Brush, John Saye Jan 2008

The Effects Of Multimedia-Supported Problem-Based Inquiry On Student Engagement, Empathy, And Assumptions About History, Thomas Brush, John Saye

Interdisciplinary Journal of Problem-Based Learning

This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history teachers with experience in PBI implemented a technology-supported problem-based civil rights unit in their classrooms. Analysis of data obtained from classroom observations, observations of student presentations, and student and teacher interviews suggests that the multimedia problem-based unit provided an authentic context for encountering historical content, provoked empathetic views of historical dilemmas, and encouraged meaningful encounters with historical issues that promoted engagement and more advanced epistemological beliefs about history ...


Framing Collaborative Behaviors: Listening And Speaking In Problem-Based Learning, Louisa Remedios, David Clarke, Lesleyanne Hawthorne Jan 2008

Framing Collaborative Behaviors: Listening And Speaking In Problem-Based Learning, Louisa Remedios, David Clarke, Lesleyanne Hawthorne

Interdisciplinary Journal of Problem-Based Learning

PBL is described as small-group collaborative learning; however, literature on how collaboration is enacted in PBL contexts is limited. A two-year ethnographic study examined the experiences and responses of Asian students to the obligations of PBL in a Western context. Participant-observation, videotape data, and video-stimulated recall interviews provided insights into collaborative behaviors in PBL classrooms. Even though students recognized that listening and speaking were important to collaboration, speaking was clearly privileged over listening in this PBL setting. A framework was developed that incorporated both collaborative and noncollaborative listening and speaking behaviors. This Collaborative Listening/Speaking (CLS) framework provides a structure ...