Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 23 of 23

Full-Text Articles in Education

Assessing Mechanistic Reasoning: Supporting Systems Tracing, Paul J. Weinberg Dec 2018

Assessing Mechanistic Reasoning: Supporting Systems Tracing, Paul J. Weinberg

Journal of Pre-College Engineering Education Research (J-PEER)

Reasoning about mechanism is central to disciplined inquiry in science and engineering and should thus be one of the foundations of a science, technology, engineering, and mathematics education. In addition, mechanistic reasoning is one of the core competencies listed in the Next Generation Science Standards (NGSS) Engineering Concepts and Practices (NGSS Lead States, 2013). Mechanistic explanations focus on the processes that underlie cause–effect relationships and consider how the activities of system components affect one another.

While some assessment work has been accomplished in engineering education, to date mechanistic reasoning is an area where limited assessment development has been accomplished ...


They Choose To Attend Academic Summer Camps? A Mixed Methods Study Exploring The Impact Of A Nasa Academic Summer Pre-Engineering Camp On Middle School Students In A Latino Community, Araceli Martinez Ortiz, Laura Rodriguez Amaya, Hiroko Kawaguchi Warshauer, Sara Garcia Torres, Erin Scanlon, Michelle Pruett Jul 2018

They Choose To Attend Academic Summer Camps? A Mixed Methods Study Exploring The Impact Of A Nasa Academic Summer Pre-Engineering Camp On Middle School Students In A Latino Community, Araceli Martinez Ortiz, Laura Rodriguez Amaya, Hiroko Kawaguchi Warshauer, Sara Garcia Torres, Erin Scanlon, Michelle Pruett

Journal of Pre-College Engineering Education Research (J-PEER)

Early exposure to engineering and mathematics career opportunities has been indicated to influence students’ decisions regarding their academic majors and career goals. This study utilized mixed methods to analyze how changes in middle school students’ affective characteristics might be linked to their future career decision-making, following participation in an integrated science, technology, engineering, and mathematics summer camp. As part of the summer camp, rising sixth- through eighth-grade students attended a weeklong learning experience based on a specific engineering context. Each grade level cohort participated with their same grade peers in a 36-hour, 6-day event focused on sparking their interest in ...


Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg Dec 2017

Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg

Journal of Pre-College Engineering Education Research (J-PEER)

Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides domain-specific illustrations of mechanistic reasoning. The data in this study comes from the Assessment of Mechanistic Reasoning Project (AMRP) (Weinberg, 2012), designed using item response theory modeling to diagnose individuals’ mechanistic reasoning about systems of levers. Such a characterization of mechanistic reasoning illuminates what is easy and difficult about this form of reasoning, within the subdomain of ...


Latinx And Caucasian Elementary School Children’S Knowledge Of And Interest In Engineering Activities, Gamze Ozogul, Cindy Faith Miller, Martin Reisslein Oct 2017

Latinx And Caucasian Elementary School Children’S Knowledge Of And Interest In Engineering Activities, Gamze Ozogul, Cindy Faith Miller, Martin Reisslein

Journal of Pre-College Engineering Education Research (J-PEER)

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities ...


Design And Evaluation Of A Problem-Based Learning Environment For Teacher Training, Laura Hemker, Claudia Prescher, Susanne Narciss Jul 2017

Design And Evaluation Of A Problem-Based Learning Environment For Teacher Training, Laura Hemker, Claudia Prescher, Susanne Narciss

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge.

The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible ...


Undertaking Educational Research Following The Introduction, Implementation, Evolution, And Hybridization Of Constructivist Instructional Models In An Australian Pbl High School, Adam Hendry, Gavin Hays, Kurt Challinor, Daniel Lynch Jul 2017

Undertaking Educational Research Following The Introduction, Implementation, Evolution, And Hybridization Of Constructivist Instructional Models In An Australian Pbl High School, Adam Hendry, Gavin Hays, Kurt Challinor, Daniel Lynch

Interdisciplinary Journal of Problem-Based Learning

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the ...


Problem-Based Assignments As A Trigger For Developing Ethical And Reflective Competencies, Dieter Euler, Patrizia Kühner May 2017

Problem-Based Assignments As A Trigger For Developing Ethical And Reflective Competencies, Dieter Euler, Patrizia Kühner

Interdisciplinary Journal of Problem-Based Learning

The following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development ...


Integrating Web 2.0 Technologies Into Face-To-Face Pbl To Support Producing, Storing, And Sharing Content In A Higher Education Course, Jaana Virtanen, Päivi Rasi Jan 2017

Integrating Web 2.0 Technologies Into Face-To-Face Pbl To Support Producing, Storing, And Sharing Content In A Higher Education Course, Jaana Virtanen, Päivi Rasi

Interdisciplinary Journal of Problem-Based Learning

In this article we present and discuss the process of developing and implementing a PBL-based course entitled Moving Images in Teaching and Learning that was held at the University of Lapland, Finland. In the course of the project, this fairly traditional face-to-face course was redesigned into a blended PBL course by integrating Web 2.0 applications into the course. The pedagogical rationale was to support students’ meaningful learning in various phases of the PBL process, and to enable easy storage and sharing of the ideas produced by the students. In addition, the rationale was to create more opportunities for students ...


Development Of A Problem-Based Learning Matrix For Data Collection, Shannon M. Sipes Dec 2016

Development Of A Problem-Based Learning Matrix For Data Collection, Shannon M. Sipes

Interdisciplinary Journal of Problem-Based Learning

Few of the papers published in journals and conference proceedings on problem-based learning (PBL) are empirical studies, and most of these use self-report as the measure of PBL (Beddoes, Jesiek, & Borrego, 2010). The current study provides a theoretically derived matrix for coding and classifying PBL that was objectively applied to official curriculum documentation in a content analysis. The results for the level of problem-based learning in two engineering program curricula are presented. By introducing such a matrix, this study offers a tool that can be applied by other scholars examining PBL, creating consistency in methodology, definitions, and language among scholars.


Stable Beginnings In Engineering Design, Mary E. Mccormick, David Hammer Jul 2016

Stable Beginnings In Engineering Design, Mary E. Mccormick, David Hammer

Journal of Pre-College Engineering Education Research (J-PEER)

Novel Engineering activities are premised on the integration of engineering and literacy: students identify and engineer solutions to problems that arise for fictional characters in stories they read for class. There are advantages to this integration, for both engineering and literacy goals of instruction: the stories provide ‘‘clients’’ to support students’ engagement in engineering, and understanding clients’ needs involves careful interpretation of text. Outcomes are encouraging, but mixed, in part owing to variation in how students frame the task. For instance, although students often pay close attention to the stories, interpreting and anticipating their fictional clients’ needs, they sometimes focus ...


A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela May 2016

A Review Of Video Triggers And Video Production In Higher Education And Continuing Education Pbl Settings, Päivi M. Rasi, Sari Poikela

Interdisciplinary Journal of Problem-Based Learning

Higher education faces the challenges of bridging education and authentic work. In addition, it needs to respond to the highly multimodal and participatory communication and content creation practices, preferences, and cultures of present and future students. The aim of our article is to discuss how the use of video triggers and video production in PBL can help to respond to these challenges. Based on a literature review, we present and discuss the uses and outcomes of video triggers and video production within PBL contexts and related higher education and continuing education contexts. The research evidence reviewed in this article clearly ...


Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan Nov 2015

Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan

Journal of Pre-College Engineering Education Research (J-PEER)

The present study examines middle school teachers’ beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of ...


Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino Jan 2015

Using Game-Based Learning To Foster Critical Thinking In Student Discourse, Marc I. Cicchino

Interdisciplinary Journal of Problem-Based Learning

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented ...


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 ...


Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D. Apr 2014

Learning, Problem Solving, And Mindtools: Essays In Honor Of David H. Jonassen, Donna Russell Ph.D.

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


A Multilevel Analysis Of Problem-Based Learning Design Characteristics, Kimberly S. Scott Apr 2014

A Multilevel Analysis Of Problem-Based Learning Design Characteristics, Kimberly S. Scott

Interdisciplinary Journal of Problem-Based Learning

The increasing use of experience-centered approaches like problem-based learning (PBL) by learning and development practitioners and management educators has raised interest in how to design, implement and evaluate PBL in that field. Of particular interest is how to evaluate the relative impact of design characteristics that exist at the individual and team levels of analysis. This study proposes and tests a multilevel model of PBL design characteristics. Participant perceptions of PBL design characteristics are used to examine PBL reactions and perceived learning outcomes. Findings affirm the importance of problem design characteristics and effective team facilitation, while raising new questions about ...


The Importance Of Formative Assessment In Science And Engineering Ethics Education: Some Evidence And Practical Advice, Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz, Michael C. Loui Jan 2014

The Importance Of Formative Assessment In Science And Engineering Ethics Education: Some Evidence And Practical Advice, Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz, Michael C. Loui

School of Engineering Education Faculty Publications

Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving ...


Building On And Honoring Forty Years Of Pbl Scholarship From Howard Barrows: A Scientometric, Large-Scale Data, And Visualization-Based Analysis, Hanjun Xian, Krishna Madhavan Mar 2013

Building On And Honoring Forty Years Of Pbl Scholarship From Howard Barrows: A Scientometric, Large-Scale Data, And Visualization-Based Analysis, Hanjun Xian, Krishna Madhavan

Interdisciplinary Journal of Problem-Based Learning

Over the past forty years, Howard Barrows’ contributions to PBL research have influenced and guided educational research and practice in a diversity of domains. It is necessary to make visible to all PBL scholars what has been accomplished, what is perceived as significant, and what is the scope of applicability for Barrows’ groundbreaking findings. As more disciplines recognize Barrows’ efforts and adopt PBL in education, it becomes crucial but challenging to sustain community memory so that PBL scholars are kept well informed of research innovations in various domains. In this paper, we review Barrows’ scholarly efforts in PBL and reveal ...


Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher Mar 2013

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 ...


Identifying Opportunities For Collaborations In International Engineering Education Research On Problem- And Project-Based Learning, Kacey D. Beddoes, Brent K. Jesiek, Maura Borrego Sep 2010

Identifying Opportunities For Collaborations In International Engineering Education Research On Problem- And Project-Based Learning, Kacey D. Beddoes, Brent K. Jesiek, Maura Borrego

Interdisciplinary Journal of Problem-Based Learning

We report on the results of a study to examine the global state of engineering education research on problem- and project-based learning (PBL). This paper has two major aims. First, we analyze a large collection of conference papers and journal articles to report on research trends in PBL, including in specific, leading countries. Second, based upon our analysis as well as a literature review of meta-analyses/syntheses of PBL literature, we propose a theoretical model for conceptualizing international research collaborations. Based on this model, we make recommendations for future initiatives, including multinational collaborations for research on PBL in engineering education


Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer Mar 2009

Validity And Problem-Based Learning Research: A Review Of Instruments Used To Assess Intended Learning Outcomes, Brian R. Belland, Brian F. French, Peggy A. Ertmer

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes were measured in 33 empirical studies. Results indicate that few studies included (a) theoretical frameworks for the assessed variables/constructs, (b) rationales for how chosen assessments matched the constructs measured, or (c) other information required for readers to assess the validity of authors’ interpretations. Implications for ...


When Is Pbl More Effective? A Meta-Synthesis Of Meta-Analyses Comparing Pbl To Conventional Classrooms, Johannes Strobel, Angela Van Barneveld Mar 2009

When Is Pbl More Effective? A Meta-Synthesis Of Meta-Analyses Comparing Pbl To Conventional Classrooms, Johannes Strobel, Angela Van Barneveld

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) has been utilized for over 40 years in a variety of different disciplines. Although extensively researched, there is heated debate about the effectiveness of PBL. Several meta-analyses were conducted that provided a synthesis of the effects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and findings of the meta-analytical research on the effectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more effective for short-term ...


A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary Mar 2009

A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary

Interdisciplinary Journal of Problem-Based Learning

Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes the types of problems used (Jonassen, 2000), the PBL approach employed (Barrows, 1986), and the level of assessment (Gijbels et al., 2005; Sugrue, 1993, 1995). Across 82 studies and 201 outcomes the findings favor PBL (d = 0.13, +/- .025) with a lack of homogeneity (Q = 954.27) that warrants a closer examination of moderating factors.