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":"55 1","pages":""},"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":"1 1","pages":""},"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}
Pub Date : 2021-01-01DOI: 10.14434/ijpbl.v15i1.29268
G. Chimbi, L. Jita
Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers’ experiences while experimenting on project-based learning (PjBL) in Zimbabwe’s current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach in developing learners’ 21st century skills of creativity, critical thinking, research, and problem-solving. Using a qualitative multiple-case study, four history teachers were observed and interviewed while implementing PjBL at four secondary schools in Zimbabwe. Results indicate policy failures with learner-centered pedagogy. Where some participants and their students had made significant progress, others had done very little at the time the policy reformers withdrew the projects. Feasibility studies could have circumvented some of the pitfalls experienced while enacting PjBL.
{"title":"Policy Failures with Learner-Centred Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning","authors":"G. Chimbi, L. Jita","doi":"10.14434/ijpbl.v15i1.29268","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.29268","url":null,"abstract":"Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers’ experiences while experimenting on project-based learning (PjBL) in Zimbabwe’s current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach in developing learners’ 21st century skills of creativity, critical thinking, research, and problem-solving. Using a qualitative multiple-case study, four history teachers were observed and interviewed while implementing PjBL at four secondary schools in Zimbabwe. Results indicate policy failures with learner-centered pedagogy. Where some participants and their students had made significant progress, others had done very little at the time the policy reformers withdrew the projects. Feasibility studies could have circumvented some of the pitfalls experienced while enacting PjBL.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604838","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.v15i1.28793
M. Romanowski, Ibrahim M. Karkouti
The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. 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":"Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities","authors":"M. Romanowski, Ibrahim M. Karkouti","doi":"10.14434/ijpbl.v15i1.28793","DOIUrl":"https://doi.org/10.14434/ijpbl.v15i1.28793","url":null,"abstract":"The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. 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.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604823","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 : 2020-09-18DOI: 10.14434/ijpbl.v14i2.28800
Antonia Scholkmann
Variations in PBL implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the “original model”. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Intuitionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.
{"title":"Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory","authors":"Antonia Scholkmann","doi":"10.14434/ijpbl.v14i2.28800","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i2.28800","url":null,"abstract":"Variations in PBL implementation need to be seen as the norm rather than the exception, since local PBL practice will always diverge from the “original model”. In order to understand this phenomenon, this conceptional paper first systematizes variations in PBL implementation at the inter-institutional, intra-institutional, and individual level. Then, variation in PBL implementation is discussed through the lens of translation theory as part of the research tradition of Scandinavian Intuitionalism. Resulting insights are applied to develop guiding questions designed to help leaders and PBL researchers to reflect on PBL implementation processes. Uncharted territories in PBL implementation research are identified, and it is argued that researching PBL implementation can serve as a blueprint to understand educational change dynamics in institutions of higher education.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42327345","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 : 2020-09-18DOI: 10.14434/IJPBL.V14I2.28625
A. Hindhede
In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBLbased teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.
{"title":"Cultural Boundary Work when Inviting Constructivist Pedagogy into Polytechnic Schools","authors":"A. Hindhede","doi":"10.14434/IJPBL.V14I2.28625","DOIUrl":"https://doi.org/10.14434/IJPBL.V14I2.28625","url":null,"abstract":"In this study, we focus on a process of change in a polytechnic school in Denmark where the school management team decided to promote a non-traditional pedagogical approach. We examine teachers’ moral evaluation of their own teaching, of students, and of learning during this transition in order to grasp the degree to which teachers needed to reconceptualize or reorient their traditional instructional roles and identities in order to meet the functional demands of the new forms of PBLbased teaching and learning. Based on qualitative interviews with teachers and heads of schools, we found that the process of change mobilized competing definitions of the legitimate teacher, the legitimate student, and legitimate knowledge in this organizational context.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269659","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 : 2020-09-18DOI: 10.14434/ijpbl.v14i2.28791
Sylvia Heuchemer, Elena Martins, Birgit Szczyrba
Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln - University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.
{"title":"Problem-Based Learning at a Learning University: A View from the Field","authors":"Sylvia Heuchemer, Elena Martins, Birgit Szczyrba","doi":"10.14434/ijpbl.v14i2.28791","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i2.28791","url":null,"abstract":"Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln - University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477203","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 : 2020-09-18DOI: 10.14434/ijpbl.v14i2.28799
M. Brassler
Problem-based learning (PBL) has emerged as a suitable approach to shift from teacher-centered to learner-centered education. However, higher education institutions (HEIs) experience obstacles stemming from lecturers’ and students’ reservations as well as organizational challenges. Following action research, the author reflects on her implementation of interdisciplinary PBL within one exemplar case study to explore opportunities and challenges of interdisciplinarity in the transition toward a PBL curriculum in a traditional HEI. At the organizational level, interdisciplinarity facilitates collective knowledge creation about PBL by providing interdisciplinary learning spaces and in-house training. At the team level, lecturers as well as students can collectively learn about PBL. At the individual level, interdisciplinary student-to-student and lecturer-to-lecturer learning can enhance personal knowledge about PBL. Monodisciplinary structures, discipline-based differences in teaching and knowledge traditions, as well as individual prejudices are sources of challenges associated with interdisciplinarity in organizational learning.
{"title":"The Role of Interdisciplinarity in Bringing PBL to traditional Universities: Opportunities and Challenges on the Organizational, Team and Individual Level","authors":"M. Brassler","doi":"10.14434/ijpbl.v14i2.28799","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i2.28799","url":null,"abstract":"Problem-based learning (PBL) has emerged as a suitable approach to shift from teacher-centered to learner-centered education. However, higher education institutions (HEIs) experience obstacles stemming from lecturers’ and students’ reservations as well as organizational challenges. Following action research, the author reflects on her implementation of interdisciplinary PBL within one exemplar case study to explore opportunities and challenges of interdisciplinarity in the transition toward a PBL curriculum in a traditional HEI. At the organizational level, interdisciplinarity facilitates collective knowledge creation about PBL by providing interdisciplinary learning spaces and in-house training. At the team level, lecturers as well as students can collectively learn about PBL. At the individual level, interdisciplinary student-to-student and lecturer-to-lecturer learning can enhance personal knowledge about PBL. Monodisciplinary structures, discipline-based differences in teaching and knowledge traditions, as well as individual prejudices are sources of challenges associated with interdisciplinarity in organizational learning.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45137029","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 : 2020-09-18DOI: 10.14434/IJPBL.V14I2.28804
A. Thomassen, D. Stentoft
The aim of this paper is to raise awareness of problem-based learning (PBL) and more specifically the problem analysis as a set of learning principles and practices offering the potential to bridge higher education to the complexities and uncertainties of science and society. Literature on PBL often argues that PBL supports education aimed at developing students’ competences in problem-solving. However, as we increasingly face complex and wicked problems, we cannot assume that problems can be solved based on existing methods and theories; the focus needs to shift from problem-solving to problem analysis and complexity navigation. This paper describes and discusses the need to focus on authenticity, exemplarity, and interdisciplinary as key educational concepts when developing competencies to analyze complex problems. In addressing these key concepts, the paper touches upon the didactical implications of problem analysis as the most important competence to achieve during higher education and as essential when moving beyond education and into a complex world where problems are always interrelated, as reflected in the UN’s Sustainable Development Goals.
{"title":"Educating Students for a Complex Future: Why Integrating a Problem Analysis in Problem-Based Learning Has Something to Offer","authors":"A. Thomassen, D. Stentoft","doi":"10.14434/IJPBL.V14I2.28804","DOIUrl":"https://doi.org/10.14434/IJPBL.V14I2.28804","url":null,"abstract":"The aim of this paper is to raise awareness of problem-based learning (PBL) and more specifically the problem analysis as a set of learning principles and practices offering the potential to bridge higher education to the complexities and uncertainties of science and society. Literature on PBL often argues that PBL supports education aimed at developing students’ competences in problem-solving. However, as we increasingly face complex and wicked problems, we cannot assume that problems can be solved based on existing methods and theories; the focus needs to shift from problem-solving to problem analysis and complexity navigation. This paper describes and discusses the need to focus on authenticity, exemplarity, and interdisciplinary as key educational concepts when developing competencies to analyze complex problems. In addressing these key concepts, the paper touches upon the didactical implications of problem analysis as the most important competence to achieve during higher education and as essential when moving beyond education and into a complex world where problems are always interrelated, as reflected in the UN’s Sustainable Development Goals.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005759","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 : 2020-06-02DOI: 10.14434/ijpbl.v14i1.28773
Kathrine Liedtke Thorndahl, D. Stentoft
It is often assumed that problem-based learning is an effective approach for fostering the development and/or improvement of students’ critical thinking. To shed light on the connection between problem-based learning and critical thinking, this scoping review maps out how the notion of critical thinking is conceptualized in relation to problem-based learning in the literature about problem-based learning in the context of higher education. Eight academic databases were searched and a total of 66 peer-reviewed articles were identified as eligible for review. Our findings indicate that there is a plurality of positions regarding the meaning of critical thinking and the concept’s relation to problem-based learning. What is more, more often than not, no explicit explanation for why this connection is thought to exist is presented.
{"title":"Thinking Critically About Critical Thinking and Problem-Based Learning in Higher Education: A Scoping Review","authors":"Kathrine Liedtke Thorndahl, D. Stentoft","doi":"10.14434/ijpbl.v14i1.28773","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28773","url":null,"abstract":"It is often assumed that problem-based learning is an effective approach for fostering the development and/or improvement of students’ critical thinking. To shed light on the connection between problem-based learning and critical thinking, this scoping review maps out how the notion of critical thinking is conceptualized in relation to problem-based learning in the literature about problem-based learning in the context of higher education. Eight academic databases were searched and a total of 66 peer-reviewed articles were identified as eligible for review. Our findings indicate that there is a plurality of positions regarding the meaning of critical thinking and the concept’s relation to problem-based learning. What is more, more often than not, no explicit explanation for why this connection is thought to exist is presented.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42430672","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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