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Full-Text Articles in Education
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks
Interdisciplinary Journal of Problem-Based Learning
Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, …
Recognizing Our Accomplishments, Saying Thank You, And Looking Ahead For Ijpbl And The Field, Michael M. Grant
Recognizing Our Accomplishments, Saying Thank You, And Looking Ahead For Ijpbl And The Field, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
The Relationship Between Project-Based Learning And Rigor In Stem-Focused High Schools, Julie Edmunds, Nina Arshavsky, Elizabeth Glennie, Karen Charles, Olivia Rice
The Relationship Between Project-Based Learning And Rigor In Stem-Focused High Schools, Julie Edmunds, Nina Arshavsky, Elizabeth Glennie, Karen Charles, Olivia Rice
Interdisciplinary Journal of Problem-Based Learning
Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different perceptions—student surveys, teacher logs, and classroom observations—the study examines the extent to which PjBL and rigor co-occur. Across all three measures, the results show that use of PjBL is associated with higher levels of rigor. However, the study also shows that academic rigor can be present in the absence of …
Project-Based Learning And Design-Focused Projects To Motivate Secondary Mathematics Students, Kelly W. Remijan
Project-Based Learning And Design-Focused Projects To Motivate Secondary Mathematics Students, Kelly W. Remijan
Interdisciplinary Journal of Problem-Based Learning
This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing design-focused projects, describe various projects that have been developed and implemented within my classroom, and share project artifacts illustrated by pictures, student work, and student comments. Referring to the MUSIC Model of Academic Motivation and reflecting upon personal observations, student outcomes, and student comments, I provide personal insight on how design-focused projects can be …
Facilitating Problem Framing In Project-Based Learning, Vanessa Svihla, Richard Reeve
Facilitating Problem Framing In Project-Based Learning, Vanessa Svihla, Richard Reeve
Interdisciplinary Journal of Problem-Based Learning
While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated how teachers supported students in taking ownership over the framing of problems in a charter school that serves students who have been underserved by traditional schooling. Data include audio/video records, field notes, interviews, and student work from a nineweek project. Interaction analysis was used to examine ownership and learning over time. Analysis suggests …
The Empathy Project: Using A Project-Based Learning Assignment To Increase First-Year College Students’ Comfort With Interdisciplinarity, Micol Hutchison
The Empathy Project: Using A Project-Based Learning Assignment To Increase First-Year College Students’ Comfort With Interdisciplinarity, Micol Hutchison
Interdisciplinary Journal of Problem-Based Learning
Empathy and interdisciplinarity are both concepts that are current and relevant—across professions, in research, and in academia. This paper describes a large, interdisciplinary, project-based assignment, the Empathy Project, which allows students to delve into and increase comfort and skill with interdisciplinary thinking and collaborative learning, while improving the core college skills of written and oral communication, ethical and quantitative reasoning, and critical thinking. As I revised the assignment based on student feedback and results, I found that group conferences and time in class to work collaboratively were beneficial. Additionally, building increased scaffolding into the assignment, including greater student and group …
(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos To Make Invisible Learning Visible During Pjbl Experiences, Shaunna Smith
Interdisciplinary Journal of Problem-Based Learning
This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the planned curricula, resulting in an exploration of the intersections of life lessons that include (a) “making learning more real,” (b) being “on a mission to change the world,” and (c) “you can’t control anybody but yourself.” Findings from the study indicate that student-created reflective videos can document meaningful learning that is capable of “counting” …
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske
Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske
Interdisciplinary Journal of Problem-Based Learning
This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related …
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
The Positive Impact Of Project-Based Learning On Attendance Of An Economically Disadvantaged Student Population: A Multiyear Study, Casey Creghan, Kathleen Adair-Creghan
Interdisciplinary Journal of Problem-Based Learning
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the …
Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez
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 …