Education Commons^™

Seven Properties Of Highly Effective Problems, Thomas Ales, Kevin Peterson, Constantine Roussos

Journal of Mathematics and Science: Collaborative Explorations

In an effort to provide more critical thinking opportunities in their courses, instructors are embracing the power of problem- and project-based learning (PBL). In this paper we address the importance of problem quality when utilizing PBL. We list seven important properties that a high-quality problem should have. We conclude with an example of a problem that possesses all seven properties.

Evaluation Of Personalized Learning, Jorly Thomas

Education Theses and Dissertations

The persistent challenges surrounding student achievement continue to raise questions about the effectiveness of personalized learning methods, and educators seek a reliable means to determine if the implementation of personalized learning can lead to improved academic outcomes. Improvement science presents a promising approach, providing iterative inquiry cycles and data-driven decision-making strategies that can empower teachers to make informed decisions (Regional Educational Laboratory Program, 2017). The purpose of this study was to examine the effects of personalized learning on reading achievement in sixth-grade students on a Texas middle-school campus. While prior research has demonstrated promising outcomes with this learning method (Pane …

Promoting Civil Discourse Through Coffee And Common Ground, Alan English

The Advocate

Research suggests that America today is more politically polarized and less capable of conducting civil public discourse than at least the last several decades. These greater cultural factors unsurprisingly seem to have trickled into American schools, as teachers report increased divisiveness and conflict, particularly directed toward historically-marginalized groups, in class. While it seems sensible that public schools should play a role in teaching American children how to civilly speak with people different than themselves, teachers are often unprepared to do so. This paper describes a project-based learning activity conducted during the Fall 2022 semester which was designed to empower pre-service …

Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino

Walden Dissertations and Doctoral Studies

AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …

Experiences And Perceptions Of Local Diocesan Catholic School Teachers Regarding The Progress Of Their Implementation Of Project-Based Learning In The Classroom, Donna Lee Saladino

Walden Dissertations and Doctoral Studies

AbstractAfter finding research confirming that the innovative approach of project-based learning (PBL) improves 21st century education for all students, the administrators of a large local diocesan Catholic school system (LDCSS) initiated PBL implementation in their schools. The problem was that after 6 years it was not known how the teachers were experiencing and perceiving their progress with this implementation in the classrooms. The purpose of this basic qualitative study was to discover and understand LDCSS teachers’ experiences and perceptions of their progress of PBL implementation in the classroom. The conceptual framework for the study comprised John Dewey’s educational philosophy of …

Science, Technology, Engineering, And Mathematics (Stem) Project-Based Learning (Pbl) Education: A New Mexico Case Study For Equity And Inclusion, Kimberly A. Scheerer

Teacher Education, Educational Leadership & Policy ETDs

This research addresses how student participation in Science, Technology, Engineering, and Mathematics (STEM) project-based learning (PBL) education activities encourages underrepresented minority student achievement in STEM career field trajectories. Seven New Mexico high school counselors and 12 STEM organization personnel were interviewed during this study. Their responses represent the nuanced professional voices where New Mexico public education intersects with STEM student interest and cultural influence.

For students, STEM PBL can foster deep integration across educational disciplines and enhance STEM career trajectory interest and readiness. STEM education converged with PBL methodologies has the ability to leverage community support while broadening student networks. …

Responsible Classrooms: Unfinalizability, Responsibility, And Participatory Literacy In Secondary English Language Arts, Emma Jamilah Gist

LSU Doctoral Dissertations

This study examines participatory literacy practice in secondary English language arts classrooms. While literacy achievement in this context is often measured according to a student’s ability to receive and repeat predetermined information within the scope of mandated curricula and standardized tests, this study attends specifically to classroom literacy practice that centers authentic, unanticipated, dialogic student response. Within its consideration of literacy practice, this study applies the Bakhtinian notion of unfinalizability to consider those conditions that allow for learning experiences that are not predetermined but are rather uniquely, unpredictably, and unrepeatably co-constructed by individual students, student groups, and teachers. These unfinalizable …

Are Your Students Held Accountable?, Shauna Bashline

South Carolina Association for Middle Level Education Journal

How do we hold our students accountable? As teachers, that is a question we face every day. This article describes several ways to help students become more accountable. A student-led parent-teacher conference puts the student in the spotlight and allows them to speak on their own education with family. “Classroom Court” allows for students to help decide if their classmates are following a rule established by the class. Lastly, project-based learning with student choice allows students the opportunity to stretch their imagination and be more creative with their learning.

Instructional Coaching: Developing Efficacy For Project-Based Learning, Klista L. Rader

Theses and Dissertations--Educational Leadership Studies

Project-based learning is a method of instruction utilizing techniques of brainstorming, research, and problem-solving. When learning in project-based environments, students work collaboratively and receive feedback from an authentic audience of knowledgeable and experienced professionals. Although these instructional methods are beneficial for student learning, they conflict with traditional instructional practices. Although teachers in a rural Missouri school district received professional development for incorporating project-based learning, they expressed feelings of confusion, uncertainty, and decreased competency when relinquishing traditional instructional methods. These feelings are indicative of low levels of self-efficacy that can negatively influence the degree to which new instructional methods are implemented …

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, …

Psyc 462/862: Motivation And Emotion, Carolyn R. Brown-Kramer

UNL Faculty Course Portfolios

In this course portfolio, I examine the course goals, learning objectives, teaching methods and materials, assessments, and outcomes for an upper-level psychology elective course, PSYC 462/862, Motivation and Emotion. The course introduces students to the major theories of motivation and emotion, develops their ability to critically examine empirical psychological research, encourages the application of theoretical and empirical work to real-world contexts, and strengthens students’ communication skills. For each of the four course goals, I describe how and why I conduct the course as I do, as well as how my pedagogical choices influence student learning and engagement. Data analyses and …

Integration Of Project-Based Learning In Elementary Social Studies, Arren Swift

The Councilor: A National Journal of the Social Studies

The marginalization of social studies education in elementary schools has been well documented. To provide meaningful social studies education to elementary students we must find ways to integrate social studies into other content areas. The application of project-based learning complements the process of cross-curricular integration. This article provides a rationale for this approach and a sample lesson to help clarify the process.

Utilizing Project-Based Learning To Increase Engagement And Performance In The High School Classroom, Alan English

Prairie Journal of Educational Research

Abstract

Project-based learning was incorporated into a high school American History course unit where students were expected to write an original history of the Vietnam War based exclusively on primary sources. Throughout the school year, students working as a collective unit worked to raise funds at school events for the purpose of surprising a class guest speaker, a Vietnam veteran, with a sponsored flight to Washington D.C. through Kansas Honor Flights. In addition to creating an experience of civic participation, student engagement (as measured by rate of completion of the project) and performance (as measured by average grade on the …

Analyzing School-Wide, Project-Based Learning In A Middle School: From A Cultural Historical Activity Theory Perspective, Laura Venegas

Open Access Theses & Dissertations

Recognizing the importance of preparing students for the 21st century along with meeting the accountability measures, educators must continually seek those educational practices that will support both endeavors. Through the literature and during this research, project-based learning has emerged as a promising curriculum tool that answers these objectives. To implement 21st century educational experiences, project-based learning has been attempted in various capacities of specific contents, grade levels and individual teachers; however, there has been limited application of a school-wide practice. While there is potential of project-based learning as a transformative curriculum tool in education, challenges of implementation still exist. Given …

Creating Steam With Design Thinking: Beyond Stem And Arts Integration, Danah Henriksen

The STEAM Journal

This article suggests the value in a broad view of STEAM beyond arts-integration, as well as the potential of design thinking for STEAM. Despite much interest in STEAM it is often challenging for many teachers to integrate into their teaching of school subject matter. I suggest that as an interdisciplinary crossroads, design thinking provides a natural bridge between the arts, sciences, and other subjects. In this it can offer guiding flexible structure and in-road for teachers to design STEAM-based lessons, and to incorporate as an integrated aspect of students’ STEAM learning. I discuss an example of an elementary Spanish teacher, …

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 …

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 …

Effectiveness Of Project-Based Learning As An Instructional Method In Middle And High School Education, Charise Aeikens

All Electronic Theses and Dissertations

Based on the theoretical framework of experiential learning, this thesis focused on whether project-based learning (PBL) is an effective instructional method for middle and high school education. This review of the literature examined the difference between project-based learning and problem-based learning as well as the difference between project-based learning and a more traditional style of learning. It also investigated the various elements needed to have a successful PBL environment, the challenges/barriers to implement PBL, the instructional methods and support used, collaboration within PBL, and the significance of PBL. The main conclusion was that PBL is an effective instructional method that …

The Perceptions Of Stem From Eighth-Grade African-American Girls In A High Minority Middle School, Lachanda Nichole Hare

Education Dissertations and Projects

Even with the existence of STEM curriculum and STEM programs that target women and minorities, African-American females still lag behind other ethnic groups in STEM fields. Reasons for the underrepresentation of females in STEM fields can be traced back to the early years of schooling. The purpose of this study was to identify the factors that impact African-American females’ perspectives of STEM subjects and STEM careers. An explanatory sequential mixed-methods approach was used for data collection with a survey, focus group, and interview. Forty male (N=12) and female (N=28) students from different ethnic groups were surveyed. The focus group and …

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 …

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

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 …

Assessing The Role Of Online Technologies In Project-Based Learning, Jason Ravitz, Juliane Blazevski

Interdisciplinary Journal of Problem-Based Learning

This study examines the relationships between teacher-reported use of online resources, and preparedness, implementation challenges, and time spent implementing project- or problem-based learning, or approaches that are similar to what we call “PBL” in general. Variables were measured using self-reports from those who teach in reform network high schools that emphasize PBL approaches (n = 166) and those who do not (n = 164). In both school types, technology use was positively related to the amount of PBL use and teacher preparedness. We used path analysis (two-group SEM) to test a model that predicted online technology use in the context …

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 …

Ideas Of And Attitudes Towards Projects And Changing Practices: Voices Of Four Teachers, Saurav Shome, Chitra Natarajan

Australian Journal of Teacher Education

The paper reports a study of the project practices of four Indian middle school teachers, elicited through semi-structured interviews of individual teachers. The teachers also responded to a proposal to modify four aspects of existing project practices, viz. subject integration, assessment, group work, and management of resources. The aspects were derived to be significant from the recommendations of the Indian National Curriculum Framework (2005), and based on research literature on project-based learning (PBL). The study found that teachers largely used projects as motivating exercises before teaching, or an activity for applying what was learnt. Hence, they associated fluid meanings to …

A Project-Based Learning Approach To Applied Craft Calculations Within Apprenticeship Education: An Action Research Study, Kevin Furlong

Theses

Using an Action Research methodology, this study was based in Technologicl University Dublin and conducted with the cooperation of three groups of Phase Six Plumbing apprentices over a ten-month period (three cycles). The main aim of the research project was to establish if a deeper understanding and application of Building Services Applied Calculations could be achieved through the implementation of Project-Based Learning within Apprenticeship Education? Research literature shows that not only in Ireland but also abroad, third level education is experiencing what is described as a ‘maths problem’. With applied calculations and mathematics being a fundamental and essential part of …

The Impacts Of A Project-Based Research Course: A Mixed Method Survey Of Students, Alumni, And Teachers In Li-Shan High School, Taipei, Taiwan, Peiyu Lee

All Graduate Theses, Dissertations, and Other Capstone Projects

This thesis presented the results of a mixed-method study of the impact of a Project-based Research course in a public high school in Taipei, Taiwan. The purpose of this study was to examine the impact of the Project-based Research course from the perspectives of the current students, alumni, and teachers. The high school incorporated traditional education and project-based learning models as their teaching methods. When both students and teachers had to face the dual pressure of adhering to both models, it was unknown if the project-based learning had the same influence as indicated in the research literature on project-based learning. …