{"title":"Educational Technologies in Medical and Health Sciences Education","authors":"Heather M. Leary","doi":"10.7771/1541-5015.1726","DOIUrl":"https://doi.org/10.7771/1541-5015.1726","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"16"},"PeriodicalIF":1.2,"publicationDate":"2017-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47865817","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}
{"title":"Call for Manuscripts: Special Issue: Tinkering in Technology-Rich Design Contexts","authors":"Michael M. Grant","doi":"10.7771/1541-5015.1727","DOIUrl":"https://doi.org/10.7771/1541-5015.1727","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"15"},"PeriodicalIF":1.2,"publicationDate":"2017-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208978","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}
You're readind a preview Setting the Standard for Project Based Learning A Proven Approach to Rigorous Classroom Instruction book. To get able to download Setting the Standard for Project Based Learning A Proven Approach to Rigorous Classroom Instruction you need to fill in the form and provide your personal information. Ebook available on iOS, Android, PC & Mac. Unlimited ebooks*. Accessible on all your screens.
{"title":"Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction","authors":"Michael Dias, Laurie Brantley-Dias","doi":"10.7771/1541-5015.1721","DOIUrl":"https://doi.org/10.7771/1541-5015.1721","url":null,"abstract":"You're readind a preview Setting the Standard for Project Based Learning A Proven Approach to Rigorous Classroom Instruction book. To get able to download Setting the Standard for Project Based Learning A Proven Approach to Rigorous Classroom Instruction you need to fill in the form and provide your personal information. Ebook available on iOS, Android, PC & Mac. Unlimited ebooks*. Accessible on all your screens.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"14"},"PeriodicalIF":1.2,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46556880","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}
Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.
{"title":"How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning","authors":"M. Brassler, Jan Dettmers","doi":"10.7771/1541-5015.1686","DOIUrl":"https://doi.org/10.7771/1541-5015.1686","url":null,"abstract":"Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"12"},"PeriodicalIF":1.2,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45339814","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}
{"title":"Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools","authors":"Sharon Dole","doi":"10.7771/1541-5015.1720","DOIUrl":"https://doi.org/10.7771/1541-5015.1720","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"13"},"PeriodicalIF":1.2,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42901018","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 learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge. The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible adaption to the learners’ prior knowledge, methodological expertise, and learning goals need to be enhanced.
{"title":"Design and Evaluation of a Problem-Based Learning Environment for Teacher Training.","authors":"Laura Hemker, Claudia Prescher, S. Narciss","doi":"10.7771/1541-5015.1676","DOIUrl":"https://doi.org/10.7771/1541-5015.1676","url":null,"abstract":"Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge. The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible adaption to the learners’ prior knowledge, methodological expertise, and learning goals need to be enhanced.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"10"},"PeriodicalIF":1.2,"publicationDate":"2017-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47629085","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}
In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation strategy and address the first elementary steps. In order to demonstrate our Scholarship of Teaching and Learning mode of reflecting the implementation process, we examine selected instructional and pedagogical difficulties and our problem-solving more closely.
{"title":"Getting Started With PBL—A Reflection","authors":"Tanja R. Müller, Thomas Henning","doi":"10.7771/1541-5015.1682","DOIUrl":"https://doi.org/10.7771/1541-5015.1682","url":null,"abstract":"In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation strategy and address the first elementary steps. In order to demonstrate our Scholarship of Teaching and Learning mode of reflecting the implementation process, we examine selected instructional and pedagogical difficulties and our problem-solving more closely.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"8"},"PeriodicalIF":1.2,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44127040","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}
This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main categories of learning attitudes, learning behaviors, and learning preferences.
{"title":"Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students","authors":"Sharon Dole, L. Bloom, Kristy Doss","doi":"10.7771/1541-5015.1685","DOIUrl":"https://doi.org/10.7771/1541-5015.1685","url":null,"abstract":"This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main categories of learning attitudes, learning behaviors, and learning preferences.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"9"},"PeriodicalIF":1.2,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48012267","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}
Adam Hendry, Gavin Hays, K. Challinor, Danny J. Lynch
The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of projectand problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here.
{"title":"Undertaking Educational Research Following the Introduction, Implementation, Evolution, and Hybridization of Constructivist Instructional Models in an Australian PBL High School.","authors":"Adam Hendry, Gavin Hays, K. Challinor, Danny J. Lynch","doi":"10.7771/1541-5015.1688","DOIUrl":"https://doi.org/10.7771/1541-5015.1688","url":null,"abstract":"The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of projectand problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":"11 1","pages":"7"},"PeriodicalIF":1.2,"publicationDate":"2017-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45556587","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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