As PBL has gained popularity across disciplines, its move from small medical-school inquiry groups into large-class undergraduate inquiry has led to an increasing need to understand the elements of successful PBL implementations in large classrooms. In this study, we investigated how PBL was appropriated among students to develop historical thinking skills in a 96-person introductory undergraduate history survey course. The video analysis demonstrated that it was initially challenging for students to appropriate the routines and norms of PBL, but instructor interaction with both the students and representational tools in a large classroom provided multiple co-occurring and dynamic supports. This synergistic scaffolding structured around representational tools was instrumental in a semester-long intervention in which we supported student learning of historical thinking skills by encouraging appropriation of the activities that govern PBL.Keywords: PBL in large classrooms, history PBL, developing historical thinking skills, synergistic scaffolding, representation tools

中文翻译：

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通过协同脚手架支持的 PBL 探究在大讲堂中培养历史思维

 随着 PBL 在各个学科中的普及，它从小型医学院探究小组转变为大班本科生探究，导致越来越需要了解在大型教室中成功实施 PBL 的要素。在这项研究中，我们在 96 人的本科历史调查入门课程中调查了 PBL 如何在学生中被用于培养历史思维能力。视频分析表明，最初对学生来说，适应 PBL 的常规和规范是具有挑战性的，但在大型教室中，教师与学生和代表性工具的互动提供了多种同时发生的动态支持。