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Full-Text Articles in Education
Understanding Undergraduate Research Experiences Through The Lens Of Problem-Based Learning: Implications For Curriculum Translation, Olga Pierrakos, Anna Zilberberg, Robin Anderson
Understanding Undergraduate Research Experiences Through The Lens Of Problem-Based Learning: Implications For Curriculum Translation, Olga Pierrakos, Anna Zilberberg, Robin Anderson
Interdisciplinary Journal of Problem-Based Learning
There has been criticism about STEM education not focusing enough on problem solving, especially in authentic real-world contexts which are most often associated to ill-structured domains. To improve education, it is essential that curricula bring students to high levels of cognitive development by exposing them to authentic problems. Problem-based learning (PBL) is a student-centered pedagogy that offers a strong framework upon which to build a curriculum to teach students essential problem solving skills. An authentic problem solving experience, which is highly valued and promoted outside of the classroom, yet almost non-existent in the classroom is undergraduate research (UR). Herein, the …
Identifying Opportunities For Collaborations In International Engineering Education Research On Problem- And Project-Based Learning, Kacey D. Beddoes, Brent K. Jesiek, Maura Borrego
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
Using Questioning To Facilitate Discussion Of Science Teaching Problems In Teacher Professional Development, Meilan Zhang, Mary Lundeberg, Tom J. Mcconnell, Matthew J. Koehler, Jan Eberhardt
Using Questioning To Facilitate Discussion Of Science Teaching Problems In Teacher Professional Development, Meilan Zhang, Mary Lundeberg, Tom J. Mcconnell, Matthew J. Koehler, Jan Eberhardt
Interdisciplinary Journal of Problem-Based Learning
Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, …
A Cognitive Support System To Scaffold Students’ Problem-Based Learning In A Web-Based Learning Environment, Xun Ge, Lourdes G. Planas, Nelson Er
A Cognitive Support System To Scaffold Students’ Problem-Based Learning In A Web-Based Learning Environment, Xun Ge, Lourdes G. Planas, Nelson Er
Interdisciplinary Journal of Problem-Based Learning
An experimental study was conducted to investigate the effects of question prompts and peer review on scaffolding students’ problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a treatment or control condition. The students in both conditions were asked to generate solutions to a real-world problem on clinical communication in a web-based learning environment. The results indicated that students who received question prompts significantly outperformed those who did not in each of the five problem-solving steps in both initial and revised reports. The results also showed that students in both conditions significantly improved their …