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Journal

Interdisciplinary Journal of Problem-Based Learning

2014

Articles 1 - 14 of 14

Full-Text Articles in Education

Problem-Based Learning: An Inquiry Approach, Heather Purichia Oct 2014

Problem-Based Learning: An Inquiry Approach, Heather Purichia

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

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Using Pbl To Prepare Educators And Emergency Managers To Plan For Severe Weather, Sarah L. Stalker, Theresa Cullen, Kevin Kloesel Oct 2014

Using Pbl To Prepare Educators And Emergency Managers To Plan For Severe Weather, Sarah L. Stalker, Theresa Cullen, Kevin Kloesel

Interdisciplinary Journal of Problem-Based Learning

Within the past 10 years severe weather has been responsible for an annual average of 278 fatalities in the United States (National Weather Service, 2013). During severe weather special populations are populations of high concentrations of people that cannot respond quickly. Schools show both of these characteristics. The average lead time for tornadoes is only 11 minutes (Simmons & Sutter, 2008), so decisions must be made decisively and leaders must be prepared in advance. This paper describes how an instructional design process was used to develop an interdisciplinary problem based learning training for both school personnel and emergency managers. In …

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New Approaches To Problem-Based Learning: Revitalizing Your Practice In Higher Education, Sofie M. M. Loyens Sep 2014

New Approaches To Problem-Based Learning: Revitalizing Your Practice In Higher Education, Sofie M. M. Loyens

Interdisciplinary Journal of Problem-Based Learning

Barrett, T., & Moore, S., Eds. (2014). New approaches to problem-based learning: Revitalizing your practice in higher education. New York, NY: Routledge. 312 pp. ISBN 978-0415871495. $59.95 (paperback).

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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.

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Assessing The Role Of Online Technologies In Project-Based Learning, Jason Ravitz, Juliane Blazevski Apr 2014

Assessing The Role Of Online Technologies In Project-Based Learning, Jason Ravitz, Juliane Blazevski

Interdisciplinary Journal of Problem-Based Learning

This study examines the relationships between teacher-reported use of online resources, and preparedness, implementation challenges, and time spent implementing project- or problem-based learning, or approaches that are similar to what we call “PBL” in general. Variables were measured using self-reports from those who teach in reform network high schools that emphasize PBL approaches (n = 166) and those who do not (n = 164). In both school types, technology use was positively related to the amount of PBL use and teacher preparedness. We used path analysis (two-group SEM) to test a model that predicted online technology use in the context …

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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 …

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Editors' Introduction, Jiyoon Jung, Michael M. Grant Apr 2014

Editors' Introduction, Jiyoon Jung, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

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Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez Mar 2014

Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez

Interdisciplinary Journal of Problem-Based Learning

Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading thinkers and professional organizations had advocated that teaching and curricula should be focused and organized around problem solving. In this paper we describe three such technology-supported curricula—a project-based learning (PjBL) unit, problem-solving activities (PS) unit, and a model-eliciting activities (MEA) unit—that align with this perspective and discuss the …

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Engaging Non-Scientists In Stem Through Problem-Based Learning And Service Learning, Andrew Tawfik, Rebecca J. Trueman, Matthew M. Lorz Mar 2014

Engaging Non-Scientists In Stem Through Problem-Based Learning And Service Learning, Andrew Tawfik, Rebecca J. Trueman, Matthew M. Lorz

Interdisciplinary Journal of Problem-Based Learning

This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service …

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Taking A Leap Of Faith: Redefining Teaching And Learning In Higher Education Through Project-Based Learning, Jean S. Lee, Sue Blackwell, Jennifer Drake, Kathryn A. Moran Mar 2014

Taking A Leap Of Faith: Redefining Teaching And Learning In Higher Education Through Project-Based Learning, Jean S. Lee, Sue Blackwell, Jennifer Drake, Kathryn A. Moran

Interdisciplinary Journal of Problem-Based Learning

This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took “a leap of faith” in their teaching practices to redefine what it means to teach and learn using PBL as an instructional methodology. The findings provide insight into how faculty conceptualization of PBL drives implementation; how the PBL approach challenges college-level teachers; and how instructors’ perceptions of their own role in the PBL process impacts how they implement PBL.

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Creating A Multimedia Enhanced Problem-Based Learning Environment For Middle School Science: Voices From The Developers, Min Liu, Lucas Horton, Jaejin Lee, Jina Kang, Jason Rosenblum, Matthew O’Hair, Chu-Wei Lu Mar 2014

Creating A Multimedia Enhanced Problem-Based Learning Environment For Middle School Science: Voices From The Developers, Min Liu, Lucas Horton, Jaejin Lee, Jina Kang, Jason Rosenblum, Matthew O’Hair, Chu-Wei Lu

Interdisciplinary Journal of Problem-Based Learning

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middle school classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies …

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An Instructional Model To Support Problem-Based Historical Inquiry: The Persistent Issues In History Network, Thomas Brush, John Saye Mar 2014

An Instructional Model To Support Problem-Based Historical Inquiry: The Persistent Issues In History Network, Thomas Brush, John Saye

Interdisciplinary Journal of Problem-Based Learning

For over a decade, we have collaborated with secondary school history teachers in an evolving line of inquiry that applies research-based propositions to the design and testing of a problem-based learning framework and a set of wise practices that represent a professional teaching knowledge base for implementing a particular model of instruction, problem-based historical inquiry (PBHI). PBHI centers history instruction on decision-making about persistent societal problems as they occur in particular historical periods. In order to prepare future teachers to be better able to implement this model in their classrooms, we have integrated components of this model throughout our secondary …

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Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis Feb 2014

Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis

Interdisciplinary Journal of Problem-Based Learning

Socioscientific Inquiry (SSI) represents one approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and require a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004). However, inquiry tasks in general and SSI projects in particular are not widely adopted in K-12 settings, despite strong beliefs among teachers that these types of activities are valuable (Marshall, Horton, Igo, & Switzer, 2009). We suggest Collaborative Action Research may provide an important platform for enabling teachers to experience success through systematic investigations of their practice …

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The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun Feb 2014

The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science Via A Pbl Approach, Peggy A. Ertmer, Sarah Schlosser, Kari Clase, Omolola Adedokun

Interdisciplinary Journal of Problem-Based Learning

A mixed-methods research study was designed to examine teachers’ knowledge and confidence for implementing a STEM-based problem-based learning (PBL) unit in their 6–12 grade science and math classrooms. Twenty-one teachers (7 in-service and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then created, an immersive PBL unit related to sustainable energy. Data were collected through a pre-post content knowledge test and two pre-post surveys—one measuring knowledge and confidence for implementing PBL and one measuring science teaching efficacy. Daily reflections and focus group interviews provided additional data regarding teachers’ changing knowledge and confidence related …

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