Pub Date : 2021-12-26DOI: 10.14434/ijpbl.v15i2.28776
Haesol Bae, Kalani Craig, Fangli Xia, Yuxin Chen, C. 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 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
{"title":"Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding","authors":"Haesol Bae, Kalani Craig, Fangli Xia, Yuxin Chen, C. Hmelo‐Silver","doi":"10.14434/ijpbl.v15i2.28776","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.28776","url":null,"abstract":" 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.\u0000Keywords: PBL in large classrooms, history PBL, developing historical thinking skills, synergistic scaffolding, representation tools","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43717041","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.v15i2.28769
Swee Chuan Tan, M. Tee
Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting solving a real-world problem over the course of seven weeks. Other data such as documents and artifacts created by the participants were also analyzed in relation to the interaction, allowing for triangulation of data as well as richer description of the advances of the interaction. What emerged were six phases that conceptually depict the interactional interplay between the actors in the process of social construction of knowledge in this PBL setting. These phases provide a lens in which to view and understand the phases of interactional interplay between PBL actors. This can eventually contribute to a more detailed guidance on how certain types of discourse moves can advance these phases of interaction.
{"title":"In-service Educators Co-constructing Knowledge in a PBL Setting: Phases of Interaction","authors":"Swee Chuan Tan, M. Tee","doi":"10.14434/ijpbl.v15i2.28769","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.28769","url":null,"abstract":"Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting solving a real-world problem over the course of seven weeks. Other data such as documents and artifacts created by the participants were also analyzed in relation to the interaction, allowing for triangulation of data as well as richer description of the advances of the interaction. What emerged were six phases that conceptually depict the interactional interplay between the actors in the process of social construction of knowledge in this PBL setting. These phases provide a lens in which to view and understand the phases of interactional interplay between PBL actors. This can eventually contribute to a more detailed guidance on how certain types of discourse moves can advance these phases of interaction.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48111901","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.v15i2.31525
J. Navalta, Dustin W Davis, Bryson Carrier, J. Sertic, P. 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 and metabolism. Undergraduate experiments included measurement of EE following high intensity cycling preceded by a motivating yell, and EE after upper-body and lower-body exercise performed at simulated altitude. Graduate experiments included evaluation of the EE cost of skipping, and EE during longboard skateboarding. Undergraduate students perceived greater increases in competencies while graduate students seized the opportunity to design more creative experiments that pushed the boundaries of their education.
{"title":"Teaching Applied Exercise Physiology Using a Prototype Energy Expenditure Measurement Device","authors":"J. Navalta, Dustin W Davis, Bryson Carrier, J. Sertic, P. Cater","doi":"10.14434/ijpbl.v15i2.31525","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i2.31525","url":null,"abstract":"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 and metabolism. Undergraduate experiments included measurement of EE following high intensity cycling preceded by a motivating yell, and EE after upper-body and lower-body exercise performed at simulated altitude. Graduate experiments included evaluation of the EE cost of skipping, and EE during longboard skateboarding. Undergraduate students perceived greater increases in competencies while graduate students seized the opportunity to design more creative experiments that pushed the boundaries of their education.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44896830","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 : 2021-08-17DOI: 10.14434/ijpbl.v15i1.28772
T. K. Nguyen
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 appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.
{"title":"Using Problem-based Tasks to Promote Higher-order Thinking Skills for TESOL MA Students in Vietnam","authors":"T. K. Nguyen","doi":"10.14434/ijpbl.v15i1.28772","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.28772","url":null,"abstract":"\u0000\u0000\u0000This 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 appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.\u0000\u0000\u0000","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986036","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 : 2021-08-17DOI: 10.14434/ijpbl.v15i1.29662
A. Tawfik, Jaclyn J Gishbaugher, J. Gatewood, T. L. 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 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.
{"title":"How K-12 Teachers Adapt Problem-Based Learning Over Time","authors":"A. Tawfik, Jaclyn J Gishbaugher, J. Gatewood, T. L. Arrington","doi":"10.14434/ijpbl.v15i1.29662","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.29662","url":null,"abstract":"\u0000\u0000\u0000Teachers 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.\u0000\u0000\u0000","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604873","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 : 2021-08-17DOI: 10.14434/ijpbl.v15i1.28786
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? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.
{"title":"Examining Project-Based Learning Successes and Challenges of Mathematics Preservice Teachers in a Teacher Residency Program: Learning by Doing","authors":"Jean S. Lee, Enrique Galindo","doi":"10.14434/ijpbl.v15i1.28786","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.28786","url":null,"abstract":"\u0000\u0000\u0000This 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? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.\u0000\u0000\u0000","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44170214","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 : 2021-08-17DOI: 10.14434/ijpbl.v15i1.28984
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 corpus of research on PBL that is significantly larger than the literature on other approaches to active learning. The growth trajectory of the literature on PBL started out “low and flat” during the 1970s and 1980s but steadily gained momentum in subsequent decades, with 58% of the PBL literature published between 2010 and 2019. PBL has achieved an impressive scope of global research over the past 45 years, with a significant number of studies published from emerging regions of the world, especially during the past decade. While a long-term body of research has accumulated on the learning outcomes of PBL, the research front has begun to shift towards the study of self-directed learning, student satisfaction, self-efficacy, critical thinking, and cooperation. Research and practice challenges identified in the review focus on establishing the scope of use and efficacy of PBL across different cultural contexts and more systematically summarizing and synthesizing the use of PBL outside of the health professions.
{"title":"Tracking the Evolution of the Knowledge Base on Problem-based Learning: A Bibliometric Review, 1972-2019","authors":"Philip Hallinger","doi":"10.14434/ijpbl.v15i1.28984","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.28984","url":null,"abstract":"\u0000\u0000\u0000The 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 corpus of research on PBL that is significantly larger than the literature on other approaches to active learning. The growth trajectory of the literature on PBL started out “low and flat” during the 1970s and 1980s but steadily gained momentum in subsequent decades, with 58% of the PBL literature published between 2010 and 2019. PBL has achieved an impressive scope of global research over the past 45 years, with a significant number of studies published from emerging regions of the world, especially during the past decade. While a long-term body of research has accumulated on the learning outcomes of PBL, the research front has begun to shift towards the study of self-directed learning, student satisfaction, self-efficacy, critical thinking, and cooperation. Research and practice challenges identified in the review focus on establishing the scope of use and efficacy of PBL across different cultural contexts and more systematically summarizing and synthesizing the use of PBL outside of the health professions.\u0000\u0000\u0000","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47892822","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 : 2021-08-17DOI: 10.14434/ijpbl.v15i1.29626
R. Curto, Alice Barreca, C. Coscia, Diego Giuseppe Ferrando, E. Fregonara, D. 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 on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. 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 the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier "Heritage Preservation and Enhancement" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.
{"title":"The Active Role of Students, Teachers, and Stakeholders in Managing Economic and Cultural Value, Urban and Built Heritage","authors":"R. Curto, Alice Barreca, C. Coscia, Diego Giuseppe Ferrando, E. Fregonara, D. Rolando","doi":"10.14434/ijpbl.v15i1.29626","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.29626","url":null,"abstract":"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 on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. 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 the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier \"Heritage Preservation and Enhancement\" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44173117","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 : 2021-01-01DOI: 10.14434/ijpbl.v15i1.28749
Adrie A. Koehler, Peggy A. Ertmer, T. 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 approached the ID process when engaged in one of two strategies: discussions guided by pre-constructed prompts and a facilitator and discussions guided by pre-constructed prompts only. Findings revealed that preservice teachers who participated in discussions guided by a facilitator analyzed case problems more deeply, as they identified more sources of inspiration to guide their design choices; considered learner, environmental, and content characteristics more often; and reported spending more time understanding case problems. While most preservice teachers believed they could apply what they learned from participating in CBI to their future profession, preservice teachers receiving prompts only were more positive about the discussion aspect of CBI.
{"title":"Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship","authors":"Adrie A. Koehler, Peggy A. Ertmer, T. Newby","doi":"10.14434/ijpbl.v15i1.28749","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.28749","url":null,"abstract":"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 approached the ID process when engaged in one of two strategies: discussions guided by pre-constructed prompts and a facilitator and discussions guided by pre-constructed prompts only. Findings revealed that preservice teachers who participated in discussions guided by a facilitator analyzed case problems more deeply, as they identified more sources of inspiration to guide their design choices; considered learner, environmental, and content characteristics more often; and reported spending more time understanding case problems. While most preservice teachers believed they could apply what they learned from participating in CBI to their future profession, preservice teachers receiving prompts only were more positive about the discussion aspect of CBI.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604785","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 : 2021-01-01DOI: 10.14434/ijpbl.v15i1.31724
Päivi Rasi
{"title":"Problem-based Learning into the Future. Imagining an Agile PBL Ecology for Learning","authors":"Päivi Rasi","doi":"10.14434/ijpbl.v15i1.31724","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.31724","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604882","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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