Pub Date : 2024-04-19DOI: 10.14434/ijpbl.v17i2.37874
Woei Hung
N/A
不适用
{"title":"Introduction to Special Issue “Research Methodologies for Studying Problem-based and Project-based Learning","authors":"Woei Hung","doi":"10.14434/ijpbl.v17i2.37874","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i2.37874","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685674","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.35150
Vesna Balac, Gamze Ozogul
Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction.
{"title":"Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study","authors":"Vesna Balac, Gamze Ozogul","doi":"10.14434/ijpbl.v17i1.35150","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.35150","url":null,"abstract":"Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction. ","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615415","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.32354
Osnat Akirav
The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.
{"title":"Active civic education using project-based learning and attitudes towards civic engagement","authors":"Osnat Akirav","doi":"10.14434/ijpbl.v17i1.32354","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.32354","url":null,"abstract":"The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities. \u0000 ","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616139","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.33915
Vanessa Svihla, Jamie R Gomez, Martin A. Crudo
While project-based learning purportedly values student agency, supporting and managing this remains challenging. We conducted a design-based research study to understand how problem authenticity, and task and participant structures can contribute to students’ framing agency, in which students make decisions that are consequential to their learning through ill-structured problem framing. We compared three semesters of an undergraduate engineering design project (cohort 1 n=70; cohort 2 n=70; cohort 3 n=66). Discourse analysis of team talk highlights how task and participant structures supported students in the first and third cohorts to display framing agency. In contrast, cohort 2 displayed high agency over task completion, which they had framed as well-structured. We discuss implications for designing ill-structured learning in terms of participant and task structure and problem authenticity.
{"title":"Supporting Agency over Framing Authentic Design Problems","authors":"Vanessa Svihla, Jamie R Gomez, Martin A. Crudo","doi":"10.14434/ijpbl.v17i1.33915","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.33915","url":null,"abstract":"While project-based learning purportedly values student agency, supporting and managing this remains challenging. We conducted a design-based research study to understand how problem authenticity, and task and participant structures can contribute to students’ framing agency, in which students make decisions that are consequential to their learning through ill-structured problem framing. We compared three semesters of an undergraduate engineering design project (cohort 1 n=70; cohort 2 n=70; cohort 3 n=66). Discourse analysis of team talk highlights how task and participant structures supported students in the first and third cohorts to display framing agency. In contrast, cohort 2 displayed high agency over task completion, which they had framed as well-structured. We discuss implications for designing ill-structured learning in terms of participant and task structure and problem authenticity.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616239","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}
Problem-based invention education engages students in complex processes of solving ill-defined problems with the support of teachers who act as facilitators of the learning process. Guided by interactional ethnographic epistemology (Green et al., 2012), we examine who and in what ways supported a high school team and their teacher working to invent a solution to a real-world problem students identified in their community. Our primary dataset included video recordings and a historian’s notebook collected by the InvenTeam historian during their invention project. Additional data included recordings of conversations with the teacher and the student historian who collaborated with university researchers in analyzing the InvenTeam year data. Through ethnographically informed domain and discourse analysis we identified three levels of the ecosystem that supported the team: local, national, and both. Analyses highlighted the role of technical mentors as a local support and the Lemelson-MIT program as a national support. Our study demonstrates the importance of the drawing on supports beyond the school to enable students and teachers to engage in problem-based invention education.
{"title":"Networks Supporting Problem-Based Invention Education","authors":"Audra Skukauskaitė, Cristina Saenz, Michelle Sullivan, Katrina Hull, Jazmin Morales Rodriguez","doi":"10.14434/ijpbl.v17i1.32560","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.32560","url":null,"abstract":"Problem-based invention education engages students in complex processes of solving ill-defined problems with the support of teachers who act as facilitators of the learning process. Guided by interactional ethnographic epistemology (Green et al., 2012), we examine who and in what ways supported a high school team and their teacher working to invent a solution to a real-world problem students identified in their community. Our primary dataset included video recordings and a historian’s notebook collected by the InvenTeam historian during their invention project. Additional data included recordings of conversations with the teacher and the student historian who collaborated with university researchers in analyzing the InvenTeam year data. Through ethnographically informed domain and discourse analysis we identified three levels of the ecosystem that supported the team: local, national, and both. Analyses highlighted the role of technical mentors as a local support and the Lemelson-MIT program as a national support. Our study demonstrates the importance of the drawing on supports beyond the school to enable students and teachers to engage in problem-based invention education.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615598","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.33869
Ngọc Lệ Phan Thị
In the trend of innovating university teaching methods in the direction of student-centered learning, the Problem-Based Learning (PBL) method is being studied and applied in higher education institutions in many countries. The article proposes the application of a problem-based teaching approach to teaching English communication skills to engineering students. The study included 45 undergraduate students, 42 males and 3 female, majoring in Engineering and Technology of Fast-tracked program and enrolled in an EFL course at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research has shown the effect of the application of problem-based learning in teaching communication skills in English to engineering students, and shows students' positive attitude towards these activities in their learning. Besides, the research has also found out the main difficulties of students when they implemented group works to solve problems. It came to the conclusion that problem-based learning is an ideal teaching method since it enables engineering students not only to improve significantly their oral and written communication skills but also to apply the content knowledge in their major in the English language course. It is hoped that this study can provide researchers and teachers with useful implication for using English as a medium of instruction in sciences related subjects.
{"title":"Investigation into the effectiveness of using Problem-Based Learning in Teaching Communication Skills in English to Engineering Students","authors":"Ngọc Lệ Phan Thị","doi":"10.14434/ijpbl.v17i1.33869","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.33869","url":null,"abstract":"In the trend of innovating university teaching methods in the direction of student-centered learning, the Problem-Based Learning (PBL) method is being studied and applied in higher education institutions in many countries. The article proposes the application of a problem-based teaching approach to teaching English communication skills to engineering students. The study included 45 undergraduate students, 42 males and 3 female, majoring in Engineering and Technology of Fast-tracked program and enrolled in an EFL course at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research has shown the effect of the application of problem-based learning in teaching communication skills in English to engineering students, and shows students' positive attitude towards these activities in their learning. Besides, the research has also found out the main difficulties of students when they implemented group works to solve problems. It came to the conclusion that problem-based learning is an ideal teaching method since it enables engineering students not only to improve significantly their oral and written communication skills but also to apply the content knowledge in their major in the English language course. It is hoped that this study can provide researchers and teachers with useful implication for using English as a medium of instruction in sciences related subjects. \u0000 \u0000 ","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615749","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.32477
Brooke Culclasure, Eric Stocks, Michael Odell
The effect of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in the Southeastern United States. Results suggest that, when implemented with fidelity to the model, there is a significant effect of the NTN treatment on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and ELA tests compared to students in control schools. This effect remained after controlling for Poverty, Race, and Preexisting Achievement Level. Students in NTN schools also were slightly more likely to earn dual credit compared to students in the control schools. However, there was no effect of the NTN treatment on dropout rate and students in NTN schools were more likely to be retained in their current grade level compared to students in the control schools.
{"title":"Impact of The NTN Design on Academic Outcomes","authors":"Brooke Culclasure, Eric Stocks, Michael Odell","doi":"10.14434/ijpbl.v17i1.32477","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.32477","url":null,"abstract":"The effect of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in the Southeastern United States. Results suggest that, when implemented with fidelity to the model, there is a significant effect of the NTN treatment on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and ELA tests compared to students in control schools. This effect remained after controlling for Poverty, Race, and Preexisting Achievement Level. Students in NTN schools also were slightly more likely to earn dual credit compared to students in the control schools. However, there was no effect of the NTN treatment on dropout rate and students in NTN schools were more likely to be retained in their current grade level compared to students in the control schools.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615696","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 : 2024-01-18DOI: 10.14434/ijpbl.v17i1.33979
M. L. W. De Silva, R. A. C. Rabel, S. Samita, Nicola Smith, Lachlan McIntyre, Timothy J. Parkinson, K. A. N. Wijayawardhane
A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka. PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL. Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups. PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.
{"title":"Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students","authors":"M. L. W. De Silva, R. A. C. Rabel, S. Samita, Nicola Smith, Lachlan McIntyre, Timothy J. Parkinson, K. A. N. Wijayawardhane","doi":"10.14434/ijpbl.v17i1.33979","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.33979","url":null,"abstract":"A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka. \u0000PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL. \u0000Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups. \u0000PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615207","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":null,"pages":null},"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.v16i1.33056
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":null,"pages":null},"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}
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