Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
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 …
Perspectives On Failure In The Classroom By Elementary Teachers New To Teaching Engineering, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Perspectives On Failure In The Classroom By Elementary Teachers New To Teaching Engineering, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Journal of Pre-College Engineering Education Research (J-PEER)
This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The study first examines the literature about failure in the contexts of engineering and education. Failure is positioned as largely normative and expected in engineering, whereas in education, learning and failure have a more tenuous relationship. Identity, failure avoidance, failure as part of the learning process, growth …
Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Journal of Pre-College Engineering Education Research (J-PEER)
This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students’ responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers’ broad perspectives and messages to students about failure. In addition, the study explores how strategies, perspectives, messages, and fail word use may change after two years of engineering instruction. This study builds on previous work about elementary teachers’: perspectives on failure prior to teaching engineering, and responses to and perspectives …
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 …