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Full-Text Articles in Education
Scaffolding For Optimal Challenge In K–12 Problem-Based Learning, Nam Ju Kim, Brian R. Belland, Daryl Axelrod
Scaffolding For Optimal Challenge In K–12 Problem-Based Learning, Nam Ju Kim, Brian R. Belland, Daryl Axelrod
Interdisciplinary Journal of Problem-Based Learning
Establishing optimal challenge enhances intrinsic motivation, interest, and the probability of success in the learning activity. In K–12 problem-based learning (PBL), students may struggle to address associated tasks that are beyond their current ability levels. This paper suggested learner-centered scaffolding systems (LSS) to improve K–12 students’ perception of optimal challenge by addressing their learning issues in PBL. LSS enhances students’ experience in autonomy and competence by providing multiple types of scaffolding in accordance with students’ different needs and difficulties in PBL. Students can control the nature and frequency of scaffolding by themselves according to their needs and ability, and it …
Developing My Perspectives On Scaffolding And Problem-Based Learning: A Retrospective View, Brian R. Belland
Developing My Perspectives On Scaffolding And Problem-Based Learning: A Retrospective View, Brian R. Belland
Interdisciplinary Journal of Problem-Based Learning
In this paper, I describe the iterative development of my perspectives on scaffolding and problem-based learning through interactions with other scholars and research. Such influences include doctoral experiences, funded projects, and exposures to research from a variety of traditions.
Systematizing Scaffolding For Problem-Based Learning: A View From Case-Based Reasoning, Andrew A. Tawfik, Janet L. Kolodner
Systematizing Scaffolding For Problem-Based Learning: A View From Case-Based Reasoning, Andrew A. Tawfik, Janet L. Kolodner
Interdisciplinary Journal of Problem-Based Learning
Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However, not all implementations of PBL have been equally successful at fostering such learning, and some argue that this form of instruction is beyond the capabilities of novices. We revisit the theoretical foundations of PBL and call on the theoretical foundations of case-based reasoning (CBR) to help us identify the reasons many PBL implementations …
Mentorship Modes: Strategies For Influencing Interactive Learners, Brad Gyori
Mentorship Modes: Strategies For Influencing Interactive Learners, Brad Gyori
Interdisciplinary Journal of Problem-Based Learning
In the age of the Internet, students are clamoring for immersive and participatory learning experiences, but how can teachers share autonomy without losing control of their classrooms? In an effort to address this important question, this article suggests three mentorship modes that educators can employ in order to effectively engage with today’s interactive learners. Lecture-based instruction is a single mode form of teaching in which information is disseminated by a lone authority-figure. In contrast, learning-centered mentorship is a three-mode process in which autonomy is shared and authority flows in multiple directions at once: bottom-up (modeling), laterally (collaborating), and top-down (organizing …