How teachers adapt and iterate problem-based learning over time

• In Event: Computational thinking and PBL

Short Description

While studies have explored initial problem-based learning initiatives, a gap exists about the adaptations that experienced PBL teachers identify in response to the challenges of K-12 teaching. Using grounded theory, we identify the following: redefining the problem space, upfront planning and design thinking, embracing failure, technology as a collaborative tool, digital literacy, and assessment. Results have implications for the debate regarding the efficacy of PBL and expected learning outcomes.

Authors

• Presenter: Andrew Tawfik, University of Memphis

• Contributor: Jaclyn Gishbaugher, The University of Memphis

• Contributor: Jessica Gatewood, University of Memphis

• Presenter: T. Logan Arrington, University of West Georgia