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- PBL (2)
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- Project-based learning (2)
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- Constructivism (1)
- Howard Barrows (1)
- Inquiry (1)
- Medical technology (1)
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- Practice (1)
- Problem based learning (1)
- Problem-Based Learning in Health Sciences (1)
- Self-directed assessments (1)
- Self-directed learning (1)
- Self-regulated learning (1)
- Student-centered approaches. (1)
- Student-centered learning (1)
- Teachers’ perceptions (1)
- Voices from the field (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
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 …
Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Definitions And Uses: Case Study Of Teachers Implementing Project-Based Learning, Suha R. Tamim, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
The purpose of this descriptive study was to explore inservice teachers’ definitions of project based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.
Drugs, Devices, And Desires: A Problem-Based Learning Course In The History Of Medicine, Sarah Levitt, Anne Mckeage, P. K. Rangachari
Drugs, Devices, And Desires: A Problem-Based Learning Course In The History Of Medicine, Sarah Levitt, Anne Mckeage, P. K. Rangachari
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) is well suited for courses in the history of medicine, where multiple perspectives exist and information has to be gleaned from different sources. A student, an archivist, and a teacher offer three perspectives about a senior level course where students explored the antecedents and consequences of medical technology. Two active learning strategies were used: (a) PBL to explore the historical basis of procedures used to diagnose, prevent and treat a single disease, tuberculosis, and (b) a concurrent inquiry-based component that permitted individual exploration of other medical technologies and demonstration of learning through diverse options (book reviews, conversations, …
“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant
“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
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.