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Interdisciplinary Journal of Problem-Based Learning最新文献

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Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories 数字制造实验室中学设计与工程教育问题学习探索
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-09-10 DOI: 10.7771/1541-5015.1746
Monica Chan, Paulo Blikstein
{"title":"Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories","authors":"Monica Chan, Paulo Blikstein","doi":"10.7771/1541-5015.1746","DOIUrl":"https://doi.org/10.7771/1541-5015.1746","url":null,"abstract":"This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes—defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects, discussing prototype failure, and managing behavioral issues. The purpose of this study is to provide insights about PBL in a nontraditional, technology-rich FabLab environment.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48656915","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: 28
Taking Professional Development From 2D to 3D: Design-Based Learning, 2D Modeling, and 3D Fabrication for Authentic Standards-Aligned Lesson Plans. 从2D到3D的专业发展:基于设计的学习，2D建模和真实标准一致的课程计划的3D制造。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-09-01 Epub Date: 2018-09-12 DOI: 10.7771/1541-5015.1759
Darran R Cairns, Reagan Curtis, Konstantinos A Sierros, Johnna J Bolyard
{"title":"Taking Professional Development From 2D to 3D: Design-Based Learning, 2D Modeling, and 3D Fabrication for Authentic Standards-Aligned Lesson Plans.","authors":"Darran R Cairns,&nbsp;Reagan Curtis,&nbsp;Konstantinos A Sierros,&nbsp;Johnna J Bolyard","doi":"10.7771/1541-5015.1759","DOIUrl":"https://doi.org/10.7771/1541-5015.1759","url":null,"abstract":"<p><p>There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based lesson plans.</p>","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6590682/pdf/nihms-1012172.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37358884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play 终身幼儿园:通过项目、激情、同伴和游戏培养创造力
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-08-06 DOI: 10.7771/1541-5015.1797
Jiangmei Yuan, R. Bowen
{"title":"Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play","authors":"Jiangmei Yuan, R. Bowen","doi":"10.7771/1541-5015.1797","DOIUrl":"https://doi.org/10.7771/1541-5015.1797","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45868323","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
Zooming into a Tinkering Project: The Progression of Learning through Transitional Objects 放大到修补项目：通过过渡对象学习的进展
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-08-01 DOI: 10.7771/1541-5015.1751
Priyanka Parekh, E. Gee
{"title":"Zooming into a Tinkering Project: The Progression of Learning through Transitional Objects","authors":"Priyanka Parekh, E. Gee","doi":"10.7771/1541-5015.1751","DOIUrl":"https://doi.org/10.7771/1541-5015.1751","url":null,"abstract":"The Maker Movement has been received by the field of K–12 education with great enthusiasm as a way of teaching STEM content to children. We call attention to and identify learning opportunities in children’s projects created in a playful, informal environment with easily available materials. In keeping with research in the field of maker education and learning sciences, we describe tinkering as a constructionist learning activity in which meaning making is captured through transitional objects (Bamberger, 1995). First, we examine one specific tinkering project and identify transitional objects within the project. Next, we discuss the process of meaning making as captured through the transitional objects and identify the significance of children’s emerging views of scientific concepts. Finally, we discuss implications for adopting the concept of transitional objects for capturing children’s meaning making and learning in the domains of K–12 science and engineering education.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49346389","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: 10
Children’s Negotiations of Visualization Skills During a Design-Based Learning Experience Using Nondigital and Digital Techniques 儿童在使用非数字和数字技术的基于设计的学习体验中对可视化技能的协商
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-05-23 DOI: 10.7771/1541-5015.1747
Shaunna F. Smith
{"title":"Children’s Negotiations of Visualization Skills During a Design-Based Learning Experience Using Nondigital and Digital Techniques","authors":"Shaunna F. Smith","doi":"10.7771/1541-5015.1747","DOIUrl":"https://doi.org/10.7771/1541-5015.1747","url":null,"abstract":"In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants included 20 children aged 6–12. This research was guided by Vossoughi, Hooper, and Escudé’s (2016) call for explicit attention to pedagogical practices during the integration of “making” activities. Content analysis was used to analyze qualitative data, including observation, researcher/facilitator field notes, think aloud protocols, daily reflective exit tickets, and participant artifacts. Findings highlight the ways in which participants negotiated visualization skills through (a) imagining, drawing, and seeing through creating 2-D sketches, (b) reasoning and relating through writing stories, (c) transforming through 3-D extrusion, (d) observing and noticing through 3-D sculpting and 3-D scanning, and (e) manipulating through digital 3-D modeling, mental rotation, and mental transformation. Implications for formal K–12 educational contexts and teacher preparation programs are discussed.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41282586","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
Making Learners: A Framework for Evaluating Making in STEM Education 成就学习者：STEM教育中成就评估的框架
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-05-22 DOI: 10.7771/1541-5015.1749
J. Marshall, J. Harron
{"title":"Making Learners: A Framework for Evaluating Making in STEM Education","authors":"J. Marshall, J. Harron","doi":"10.7771/1541-5015.1749","DOIUrl":"https://doi.org/10.7771/1541-5015.1749","url":null,"abstract":"The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143848","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: 43
Call for Manuscripts: Special Issue: Unpacking the Role of Assessment in Problem- and Project-Based Learning 手稿征集：特刊：揭开评估在基于问题和项目的学习中的作用
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-05-21 DOI: 10.7771/1541-5015.1792
Krista D. Glazewski
{"title":"Call for Manuscripts: Special Issue: Unpacking the Role of Assessment in Problem- and Project-Based Learning","authors":"Krista D. Glazewski","doi":"10.7771/1541-5015.1792","DOIUrl":"https://doi.org/10.7771/1541-5015.1792","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264231","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: 0
Tinkering with Logo in an Elementary Mathematics Methods Course. 在初等数学方法课程中修补徽标。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-05-11 DOI: 10.7771/1541-5015.1754
K. Valentine
{"title":"Tinkering with Logo in an Elementary Mathematics Methods Course.","authors":"K. Valentine","doi":"10.7771/1541-5015.1754","DOIUrl":"https://doi.org/10.7771/1541-5015.1754","url":null,"abstract":"With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate to three core considerations: engaging learners to construct authentic artifacts, supporting a communitarian ethos, and supporting various types of rapid feedback.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46089242","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: 3
Problem-Based Learning in the Life Science Classroom, K–12 生命科学课堂中基于问题的学习，K-12
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-03-06 DOI: 10.7771/1541-5015.1771
T. Cullen, Cathryn Jackson
{"title":"Problem-Based Learning in the Life Science Classroom, K–12","authors":"T. Cullen, Cathryn Jackson","doi":"10.7771/1541-5015.1771","DOIUrl":"https://doi.org/10.7771/1541-5015.1771","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47202179","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: 7
The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. 问题型学习对视觉艺术教育中学生创造性思维和批判性思维倾向的影响。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2018-03-06 DOI: 10.7771/1541-5015.1649
Kani Ulger
{"title":"The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education.","authors":"Kani Ulger","doi":"10.7771/1541-5015.1649","DOIUrl":"https://doi.org/10.7771/1541-5015.1649","url":null,"abstract":"The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser degree. One possible reason for this result is that in this study, open structures were used for learning activities as a nonroutine problem-solving process to develop creative thinking. Accordingly, the results of this study indicate that PBL can help students with nonroutine problem-solving processes by maintaining uncertainty and enhancing creative thinking. However, a similar conclusion could not be reached for critical thinking disposition. Therefore, future studies regarding critical thinking disposition and the PBL approach should be conducted.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44759937","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: 187
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