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- Problem-based learning (6)
- Project-based learning (4)
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Articles 1 - 10 of 10
Full-Text Articles in Education
Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning
Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine
Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine
Interdisciplinary Journal of Problem-Based Learning
With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate …
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco
Interdisciplinary Journal of Problem-Based Learning
Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …
Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss
Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss
Interdisciplinary Journal of Problem-Based Learning
This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main …
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr
Interdisciplinary Journal of Problem-Based Learning
Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Interdisciplinary Journal of Problem-Based Learning
This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3–14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is …
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels
Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels
Interdisciplinary Journal of Problem-Based Learning
We explore teachers’ efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and …
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 …
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 …
Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis
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 …