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Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Haesol Bae,Kalani Craig,Fangli Xia,Yuxin Chen,Cindy E. Hmelo-Silver
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
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One size doesn’t fit all: PBL tutor training and development The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Stella A. Nicolaou,Alexandros Heraclides,Costas S. Constantinou,Stella Loizou,David J. Gillott
PBL tutors in medical schools worldwide are a diverse population of faculty (subject-expertise, employment status and tutoring experience). Tutors often receive a common initial training program followed by structured support. This study aims to understand tutor motivation, challenges and support needed, the relationship between them and whether a common training and support program is understood as
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Enhancing PBL authenticity by engaging STEM professional volunteers The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Celeste Nicholas,J. Adam Scribner
The article profiles a project addressing a central issue in reform-driven STEM education – the need to align educational experiences with real-world STEM. We profile an interdisciplinary project which aimed for authenticity by: 1) purposefully designing an authentic PBL project and 2) incorporating STEM professional volunteers as facilitators. Volunteers enhanced authentic elements of the project
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Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Yuxin Chen,Cindy E. Hmelo-Silver,Susanne P. Lajoie,Juan Zheng,Lingyun Huang,Stephen Bodnar
Assessing group collaboration is a critical element in Problem-based Learning (PBL). In asynchronous online PBL settings, facilitators encounter challenges to assess group collaboration because of delayed responses, lack of social cues, and the orchestration load. Teacher dashboards have the potential to support facilitators to assess collaboration by providing synthesized and visualized information
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Student views of a PBL chemistry laboratory in a general education science course The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Susan E Ramlo,Carrie Salmon,Yuan Xue
Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a college, general education, conceptual chemistry course. Students worked in small groups on an authentic chemistry problem where each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary). Mid-semester, the pandemic forced the course online
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Strengthening the Comprehension Processes in Medical Students: Applying Problem-Based Learning Accompanied by the Reasoning Procedural Map The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 Katherina Edith Gallardo,Adrian Valle,Angelica Saldaña
A study was conducted on the cognitive processes involved in the steps of Problem-Based Learning and the way this pedagogical approach is applied in the health sciences. The objective was to identify the cognitive process related to student comprehension and its connection with the work done when studying a discipline through Problem-Based Learning. A case study was undertaken with a total of 30 students
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Teaching Applied Exercise Physiology Using a Prototype Energy Expenditure Measurement Device The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-12-26 James W Navalta,Dustin W Davis,Bryson Carrier,Jacquelyn V.L. Sertic,Peyton Cater
Undergraduate and graduate students in courses designed to introduce research techniques in exercise physiology were provided the novel opportunity through Project-based Learning (PBL) to utilize a prototype device to measure energy expenditure (EE). This report summarizes how EE measurements were incorporated via PBL into course-required experiments and determined perceived understanding of exercise
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Examining Project-Based Learning Successes and Challenges of Mathematics Preservice Teachers in a Teacher Residency Program: Learning by Doing The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Jean S. Lee,Enrique Galindo
This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A’s, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time
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Tracking the Evolution of the Knowledge Base on Problem-based Learning: A Bibliometric Review, 1972-2019 The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Philip Hallinger
The current review employed bibliometric review methods to analyze 14,130 Scopus-indexed documents on problem-based learning published from 1972 through the end of 2019. The goals of the review were to describe the landscape and analyze the evolution of topical foci of interdisciplinary research on PBL over the past five decades. The review identified the accumulation of a substantial interdisciplinary
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Policy Failures with Learner-Centred Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Godsend Tawanda Chimbi,Loyiso C. Jita
Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers’ experiences while experimenting on project-based learning (PjBL) in Zimbabwe’s current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach
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Using Problem-based Tasks to Promote Higher-order Thinking Skills for TESOL MA Students in Vietnam The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Thi Minh Tâm Nguyễn
This paper denotes the findings from an action research project, which applied problem-based learning (PBL) in linguistics courses in an MA TESOL program in Vietnam. The project aimed to study the extent to which the use of problem-based tasks in semantic courses could promote students’ employment of higher-order thinking skills in their learning. It was found that the PBL approach was specifically
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Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Michael H. Romanowski,Ibrahim M. Karkouti
The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the
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Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Adrie Koehler,Peg Ertmer,Tim Newby
Case-based instruction (CBI) provides a way to vicariously engage preservice teachers in their future teaching realities. However, little research has considered how different discussion facilitation strategies relate to the development of preservice teachers’ instructional design (ID) skills. We used an embedded mixed methods case study research design to compare differences in how preservice teachers
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The Active Role of Students, Teachers, and Stakeholders in Managing Economic and Cultural Value, Urban and Built Heritage The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Rocco Curto,Alice Barreca,Cristina Coscia,Diego Giuseppe Ferrando,Elena Fregonara,Diana Rolando
Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing
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How K-12 Teachers Adapt Problem-Based Learning Over Time The Interdisciplinary Journal of Problem-based Learning Pub Date : 2021-08-17 Andrew A Tawfik,Jaclyn J Gishbaugher,Jessica Gatewood,T. Logan Arrington
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
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Cultural Boundary Work when Inviting Constructivist Pedagogy into Polytechnic Schools The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Anette Lykke Hindhede
In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional
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“PBLing the unPBLable”: Exploring the Power of PBL Implementations for Organizational Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Antonia Scholkmann,Anja Overgaard Thomassen
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The Role of Interdisciplinarity in Bringing PBL to traditional Universities: Opportunities and Challenges on the Organizational, Team and Individual Level The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Mirjam Braßler
Problem-based learning (PBL) has emerged as a suitable approach to shift from teacher-centered to learner-centered educa-tion. However, higher education institutions (HEIs) experience obstacles stemming from lecturers’ and students’ reservations as well as organizational challenges. Following action research, the author reflects on her implementation of interdisciplinary PBL within one exemplar case
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Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Antonia Scholkmann
Variations in PBL implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the “original model”. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through
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Educating Students for a Complex Future: Why Integrating a Problem Analysis in Problem-Based Learning Has Something to Offer The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Anja Overgaard Thomassen,Diana Stentoft
The aim of this paper is to raise awareness of problem-based learning (PBL) and more specifically the problem analysis as a set of learning principles and practices offering the potential to bridge higher education to the complexities and uncertainties of science and society. Literature on PBL often argues that PBL supports education aimed at developing students’ competences in problem-solving. However
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Problem-Based Learning at a Learning University: A View from the Field The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-09-18 Sylvia Heuchemer,Elena Martins,Birgit Szczyrba
Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps
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Comparing How Different Inquiry-based Approaches Impact Learning Outcomes The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-06-01 Andrew A Tawfik,Woei Hung,Philippe J. Giabbanelli
To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student- centeredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports
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Bridging Academic Disciplines with Interdisciplinary Project-based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-05-29 Melissa Warr,Richard E. West
This article describes the implementation of an interdisciplinary design studio as a means to teach creative problem-solving through project-based learning. "Learning and Innovation Skills" has been designated as a core skill that students need to be successful in today's world, and project-based learning is one approach to helping students develop these skills. After describing the early genesis
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Building Engineering Awareness: Problem Based Learning Approach for STEM Integration The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-05-29 Abeera P. Rehmat,Kendall Hartley
Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate the impact of problem-based learning on students’ content knowledge and critical thinking towards STEM. This study employed a quasi-experimental repeated measure design
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Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-03-26 Michele Shuster,Krista Glazewski,Christopher Villa
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher
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Problem-oriented Project Work and Problem-based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-03-26 Virginie Servant-Miklos
This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term “problem-based learning” to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg,
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Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence. The Interdisciplinary Journal of Problem-based Learning Pub Date : 2020-03-26 Michèle Shuster,Krista Glazewski,Christopher Villa
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher
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Taking Professional Development From 2D to 3D: Design-Based Learning, 2D Modeling, and 3D Fabrication for Authentic Standards-Aligned Lesson Plans. The Interdisciplinary Journal of Problem-based Learning Pub Date : 2019-06-27 Darran R Cairns,Reagan Curtis,Konstantinos A Sierros,Johnna J Bolyard
There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional
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Guest Editors' Introduction: Unpacking the Role of Assessment in Problem- and Project-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2019-10-10 Liz Bergeron,Drew Schrader,Kris Williams
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Guest Commentary: Citizenship, Economics, and Morality The Interdisciplinary Journal of Problem-based Learning Pub Date : 2019-02-27 Thomas Lucey,Mary Beth Henning
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Problem-Based Learning in Teacher Education The Interdisciplinary Journal of Problem-based Learning Pub Date : 2019-02-27 Susan M Bridges
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Extending the Challenge of Problem-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2019-02-27 Jessica J Sullivan
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Scaffolding for Optimal Challenge in K–12 Problem-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2018-11-15 Nam Ju Kim,Brian R. Belland,Daryl Axelrod
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Guest Editors' Introduction: Tinkering in Technology-Rich Design Contexts The Interdisciplinary Journal of Problem-based Learning Pub Date : 2018-09-13 Mete Akcaoglu,Ugur Kale
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Recognizing Our Accomplishments, Saying Thank You, and Looking Ahead for IJPBL and the Field The Interdisciplinary Journal of Problem-based Learning Pub Date : 2018-09-12 Michael M Grant
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Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play The Interdisciplinary Journal of Problem-based Learning Pub Date : 2018-08-06 Jiangmei Yuan,Robin T Bowen
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Problem-Based Learning in the Life Science Classroom, K–12 The Interdisciplinary Journal of Problem-based Learning Pub Date : 2018-03-06 Theresa Cullen,Cat D Jackson
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Guest Editors' Introduction: Problem-Based Learning—Promoting Competences, Shaping the Future The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-09-06 Claude Müller,Monika Schäfer,Geri Thomann
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Educational Technologies in Medical and Health Sciences Education The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-08-17 Heather Leary
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Call for Manuscripts: Special Issue: Tinkering in Technology-Rich Design Contexts The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-08-09 Michael M Grant
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Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-07-31 Sharon F. Dole
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Call for Special Issue Proposals The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-03-27 Michael M Grant
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Getting Started With Team-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2017-02-16 Deborah A Davis
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Detangling the Interrelationships Between Self-Regulation and Ill-Structured Problem Solving in Problem-Based Learning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-10-04 Xun Ge,Victor Law,Kun Huang
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Guest Editors' Introduction: Special Issue on Analyzing Interactions in PBL—Where to Go From Here? The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-10-01 Rintaro Imafuku,Susan Bridges
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Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-09-29 D. Mark Weiss,Brian R. Belland
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Inquiry and Innovation in the Classroom: Using 20% Time, Genius Hour, and PBL to Drive Student Success The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-05-06 Aysenur Ozyer,Brent G Wilson
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Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-05-06 Andrew A Tawfik,Janet L Kolodner
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Challenges Experienced by Korean Medical Students and Tutors During Problem-Based Learning: A Cultural Perspective The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-05-06 Hyunjung Ju,Ikseon Choi,Byoung Doo Rhee,Jong Tae-Lee
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A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings The Interdisciplinary Journal of Problem-based Learning Pub Date : 2016-05-06 Päivi M Rasi,Sari Poikela