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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 …
Promoting Positive Academic Dispositions Using A Web-Based Pbl Environment: The Globaled 2 Project, Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer
Promoting Positive Academic Dispositions Using A Web-Based Pbl Environment: The Globaled 2 Project, Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL environments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simulation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students’ interest in …
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Glenn W. "Max" McGee
The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students …
Learning From Learning Groups, Mike Murphy, S. M. Chance, Gavin Duffy, Brian Bowe
Learning From Learning Groups, Mike Murphy, S. M. Chance, Gavin Duffy, Brian Bowe
Articles
Collaborative learning is a key, and complementary, component of student-centred enquiry-based pedagogy. Today, many educators understand that students learn effectively when working together with their peers to construct new knowledge. Many teachers are working to help their students develop such ability. Teachers do this to help students better understand the relevance of new content, connect new ideas into existing frameworks of understanding, and construct new neurological pathways and connect synapses in their brains. In addition, group learning has been shown to increase students’ critical thinking skills, creativity, collaborative behaviours, understanding of ethics, and the like. In the literature, attention has …