Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.31183
Hava E. Vidergor
The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school stu-dents in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflec-tive diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between think-ing processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed.
{"title":"Effects of Innovative Project Based Learning Model on Students' Knowledge Acquisition, Cognitive Abilities, and Personal Competences","authors":"Hava E. Vidergor","doi":"10.14434/ijpbl.v16i1.31183","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.31183","url":null,"abstract":"The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school stu-dents in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflec-tive diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between think-ing processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.33056
Pablo Ramos-Ramos, Ana María Botella Nicolás
This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of student motivation through the self-determination theory. According to this theory, autonomy, relatedness and competence are three psychological needs that, if fulfilled in the classroom, will lead to greater intrinsic motivation. The results revealed that one of the main characteristics of PjBL, namely, presenting the final product to an external audience, led to a tight schedule. This time-pressure context generated the majority of dilemmas, which affected the development of the three basic psychological needs, especially competence and autonomy.
{"title":"Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education","authors":"Pablo Ramos-Ramos, Ana María Botella Nicolás","doi":"10.14434/ijpbl.v16i1.33056","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.33056","url":null,"abstract":"This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of student motivation through the self-determination theory. According to this theory, autonomy, relatedness and competence are three psychological needs that, if fulfilled in the classroom, will lead to greater intrinsic motivation. The results revealed that one of the main characteristics of PjBL, namely, presenting the final product to an external audience, led to a tight schedule. This time-pressure context generated the majority of dilemmas, which affected the development of the three basic psychological needs, especially competence and autonomy.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47453895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.31647
Deirdre Phelan, T. Barrett, O. Lennon
This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.
{"title":"Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes","authors":"Deirdre Phelan, T. Barrett, O. Lennon","doi":"10.14434/ijpbl.v16i1.31647","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.31647","url":null,"abstract":"This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46851954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.28785
Cristina Espana, Reet Soosaar
The implementation of the European Union’s Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers.
欧盟Erasmus Plus (E+)计划的实施使得由英语作为外语(EFL)教师领导的跨境联合倡议成为可能，他们可以将课堂实践更接近教育，作为就业能力的关键领域，并为学生在多元文化和多语言环境下的工作和交流做好准备。因此，一种基于项目的学习(PjBL)的新环境出现了，它允许在课堂上进行实验、创新和研究。为了说明这一概念，本文提出了爱沙尼亚项目，介绍了相互关联的项目工作，以提供有目的的、现实世界的体验，将课堂环境扩展到国界之外。
{"title":"A Novel Context for Project-Based Learning","authors":"Cristina Espana, Reet Soosaar","doi":"10.14434/ijpbl.v16i1.28785","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.28785","url":null,"abstract":"The implementation of the European Union’s Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.32580
Andréa Boisadan, C. Viazzi, C. Bourgognon, B. Blandin, S. Buisine
During the first lockdown due to Covid-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students’ needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams’ and individuals’ performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program.
{"title":"Distance Project-Based Learning During Lockdown and Learner’s Motivation","authors":"Andréa Boisadan, C. Viazzi, C. Bourgognon, B. Blandin, S. Buisine","doi":"10.14434/ijpbl.v16i1.32580","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.32580","url":null,"abstract":"During the first lockdown due to Covid-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students’ needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams’ and individuals’ performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47781027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.14434/ijpbl.v16i1.28739
David A. Martin, Romina Jamieson-Proctor
The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effective-ness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualita-tive semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers.
{"title":"Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy","authors":"David A. Martin, Romina Jamieson-Proctor","doi":"10.14434/ijpbl.v16i1.28739","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.28739","url":null,"abstract":"The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effective-ness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualita-tive semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.14434/ijpbl.v15i2.28792
Yuxin Chen, C. Hmelo‐Silver, Susanne P. Lajoie, Juan Zheng, Lingyun Huang, S. 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 about student learning. Previous studies have explored facilitators’ user experience of teacher dashboards. However, little is known about how facilitators with different levels of PBL expertise interpret dashboard information differently. In this study, we analyzed ten PBL facilitators’ utterance moves while interacting with an online teacher dashboard to examine the difference between expert and novice facilitators as they used each visualization. This study can inform the design of teacher dashboards on collaboration assessment.
{"title":"Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning","authors":"Yuxin Chen, C. Hmelo‐Silver, Susanne P. Lajoie, Juan Zheng, Lingyun Huang, S. Bodnar","doi":"10.14434/ijpbl.v15i2.28792","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.28792","url":null,"abstract":"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 about student learning. Previous studies have explored facilitators’ user experience of teacher dashboards. However, little is known about how facilitators with different levels of PBL expertise interpret dashboard information differently. In this study, we analyzed ten PBL facilitators’ utterance moves while interacting with an online teacher dashboard to examine the difference between expert and novice facilitators as they used each visualization. This study can inform the design of teacher dashboards on collaboration assessment.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42797157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.14434/ijpbl.v15i2.31387
S. 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. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses Two viewpoints are positive about the PBL experience (Motivated learners and Committed to my group) and one is negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.
{"title":"Student views of a PBL chemistry laboratory in a general education science course","authors":"S. Ramlo, Carrie Salmon, Yuan Xue","doi":"10.14434/ijpbl.v15i2.31387","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.31387","url":null,"abstract":"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. Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid. Three divergent viewpoints emerged from the analyses Two viewpoints are positive about the PBL experience (Motivated learners and Committed to my group) and one is negative (Negative experience due to group dynamics). Descriptions of these views and implications are discussed.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48074256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 and the support of an interdisciplinary team composed of a physician and two professionals in the field of education. An information organizer was designed to help students work with problem scenarios. From its initial application, the students were satisfied with its usefulness, and they provided feedback to improve its format and extend its applicability to other disciplines. It was concluded that not only it is possible to integrate hybrid models in Problem-Based Learning but also to include variants and auxiliary tools that arise from the cognitive demands and the information management needs of the students, thus favouring the study and the preservation of knowledge.
{"title":"Strengthening the Comprehension Processes in Medical Students: Applying Problem-Based Learning Accompanied by the Reasoning Procedural Map","authors":"Katherina Gallardo, Adrián Valle, Angelica Saldaña","doi":"10.14434/ijpbl.v15i2.28726","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.28726","url":null,"abstract":"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 and the support of an interdisciplinary team composed of a physician and two professionals in the field of education. An information organizer was designed to help students work with problem scenarios. From its initial application, the students were satisfied with its usefulness, and they provided feedback to improve its format and extend its applicability to other disciplines. It was concluded that not only it is possible to integrate hybrid models in Problem-Based Learning but also to include variants and auxiliary tools that arise from the cognitive demands and the information management needs of the students, thus favouring the study and the preservation of knowledge.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41566463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.14434/ijpbl.v15i2.28734
C. Nicholas, J. 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 task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.
{"title":"Enhancing PBL authenticity by engaging STEM professional volunteers","authors":"C. Nicholas, J. Scribner","doi":"10.14434/ijpbl.v15i2.28734","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.28734","url":null,"abstract":"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 task (e.g., open-ended task, accountability) and context (e.g., autonomy, collaboration). Volunteers alleviated pedagogical barriers to PBL – their expertise allowed both volunteers and teachers to take up the facilitator roles foundational to PBL. Professional volunteers can play vital roles in STEM capacity-building initiatives, including those seeking to broaden participation. Further research is needed to understand how to best prepare and utilize volunteers in a variety of classroom roles, including as PBL facilitators.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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