Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

中文翻译：

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随着时间的推移，K-12 教师如何适应基于问题的学习

随着时间的推移，教师会根据各种背景限制调整他们的教学策略。为了应对这些挑战，教师经常不得不改变他们的 PBL 方法。虽然文献记录了初始 PBL 实施的普遍积极结果，但对教师随着时间的推移调整其 PBL 使用的程度知之甚少。一些改编包括对教学策略的改进方法，而另一些则包括对原始 PBL 模型的重大转移。更好地理解教师制定的变化可以为保真度以及 PBL 的预期学习成果提供重要的见解。为了解决这一差距，本研究对使用 PBL 多年的经验丰富的 K-12 教育工作者进行了半结构化访谈。在准备PBL方面，采访中出现的主题包括更加强调重新构想问题范围和设计思维。在课堂上，教师描述了以下方面的转变观点：解决问题的能力高于内容知识、学生控制和教师引导，以及接受失败。在技​​术方面，教师描述了更多采用协作工具的趋势，同时也描述了数字素养带来的机遇和挑战。最后，教师们针对 PBL 带来的结构不合理的问题描述了评估的战略方法。讨论了对实践和理论的影响。解决问题的能力，包括内容知识、学生控制和教师引导，以及接受失败。在技​​术方面，教师描述了更多采用协作工具的趋势，同时也描述了数字素养带来的机遇和挑战。最后，教师们针对 PBL 带来的结构不合理的问题描述了评估的战略方法。讨论了对实践和理论的影响。解决问题的能力，包括内容知识、学生控制和教师引导，以及接受失败。在技​​术方面，教师描述了更多采用协作工具的趋势，同时也描述了数字素养带来的机遇和挑战。最后，教师们针对 PBL 带来的结构不合理的问题描述了评估的战略方法。讨论了对实践和理论的影响。