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Interdisciplinary Journal of Problem-Based Learning最新文献

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Call for Manuscripts: Special Issue: Tinkering in Technology-Rich Design Contexts 征稿:特刊:修补技术丰富的设计环境
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-08-09 DOI: 10.7771/1541-5015.1727
Michael M. Grant
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引用次数: 1
Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction 为基于项目的学习设定标准：一种行之有效的严格课堂教学方法
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-31 DOI: 10.7771/1541-5015.1721
Michael Dias, Laurie Brantley-Dias
{"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":null,"pages":null},"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}
引用次数: 5
How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning 如何提升跨学科能力——跨学科基于问题的学习vs跨学科基于项目的学习
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-31 DOI: 10.7771/1541-5015.1686
M. Brassler, Jan Dettmers
{"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":null,"pages":null},"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}
引用次数: 79
Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools 创造思维文化:我们必须掌握真正改变学校的8种力量
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-31 DOI: 10.7771/1541-5015.1720
Sharon Dole
{"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":null,"pages":null},"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}
引用次数: 73
Design and Evaluation of a Problem-Based Learning Environment for Teacher Training. 基于问题的教师培训学习环境的设计与评价。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-31 DOI: 10.7771/1541-5015.1676
Laura Hemker, Claudia Prescher, S. Narciss
{"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":null,"pages":null},"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}
引用次数: 18
Getting Started With PBL—A Reflection 开始PBL-A反思
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-11 DOI: 10.7771/1541-5015.1682
Tanja R. Müller, Thomas Henning
{"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":null,"pages":null},"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}
引用次数: 4
Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students 参与学习：PBL和PjBL对中小学生的影响
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-11 DOI: 10.7771/1541-5015.1685
Sharon Dole, L. Bloom, Kristy Doss
{"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":null,"pages":null},"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}
引用次数: 49
Undertaking Educational Research Following the Introduction, Implementation, Evolution, and Hybridization of Constructivist Instructional Models in an Australian PBL High School. 在澳大利亚PBL高中引入、实施、发展和混合建构主义教学模式后进行教育研究。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-07-10 DOI: 10.7771/1541-5015.1688
Adam Hendry, Gavin Hays, K. Challinor, Danny J. Lynch
{"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":null,"pages":null},"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}
引用次数: 12
Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education 形成性评价支持学生探究性科学教育的能力
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-06-19 DOI: 10.7771/1541-5015.1673
Regula Grob, Monika Holmeier, P. Labudde
{"title":"Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education","authors":"Regula Grob, Monika Holmeier, P. Labudde","doi":"10.7771/1541-5015.1673","DOIUrl":"https://doi.org/10.7771/1541-5015.1673","url":null,"abstract":"Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in their learning is formative assessment, which is, however, not frequently used in a structured way in daily teaching practice. The aim of this study therefore is to explore what kinds of measures might support science teachers in implementing formative assessment activities in their inquiry-based education. For this, firstly, we investigated the challenges that occur on a classroom level when using formative assessment methods in inquiry-based science education from teachers’ perspectives. Secondly, we analyzed the teachers’ suggestions on measures of support. Based on the respective results, this paper discusses implications for an implementation of structured formative assessment in inquiry-based science education to enhance student competences.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306234","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}
引用次数: 25
Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School 大学法学院学生和教师实施问题学习的体会
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2017-06-05 DOI: 10.7771/1541-5015.1681
M. Wijnen, Sofie M. M. Loyens, G. Smeets, M. Kroeze, H. Molen
{"title":"Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School","authors":"M. Wijnen, Sofie M. M. Loyens, G. Smeets, M. Kroeze, H. Molen","doi":"10.7771/1541-5015.1681","DOIUrl":"https://doi.org/10.7771/1541-5015.1681","url":null,"abstract":"textabstractA few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementintig PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47673788","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}
引用次数: 35
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