Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2021-12-26 DOI:10.14434/ijpbl.v15i2.28776

Haesol Bae, Kalani Craig, Fangli Xia, Yuxin Chen, C. Hmelo‐Silver

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引用次数: 1

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. Keywords: PBL in large classrooms, history PBL, developing historical thinking skills, synergistic scaffolding, representation tools

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协同支架支持PBL探究在大课堂中发展历史思维

随着PBL在各个学科中越来越受欢迎，它从小型医学院调查小组转向大型本科生调查，导致人们越来越需要了解在大型课堂上成功实施PBL的要素。在这项研究中，我们调查了在96人的本科生历史调查入门课程中，PBL是如何在学生中被用于发展历史思维技能的。视频分析表明，学生最初很难适应PBL的常规和规范，但在大型课堂中，教师与学生和表征工具的互动提供了多种共存和动态的支持。这种围绕表征工具构建的协同脚手架在为期一个学期的干预中发挥了重要作用，在干预中，我们通过鼓励挪用支配PBL的活动来支持学生学习历史思维技能。关键词：大教室中的PBL，历史PBL，发展历史思维技能，协同脚手架，表征工具

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.