Teachers’ Varied Approaches to Implementing a Problem Based Learning, GlobalEd 2 Simulation: An Evolved Analysis

• In Event: Roundtable Session 73
  In Roundtable Session: New Directions in Problem-Based Learning Research

Abstract

Problem-based learning (PBL) has been shown to be beneficial for a variety of learners, but the approaches to its actual implementation still need further investigation. Within the GlobalEd 2 (GE2) simulation, students engage in online, simulated, international negotiations, collaboratively attempting to resolve real-world problems related to issues of climate change through the development of multinational (multi-classroom) agreements. The purpose of this research is to shed light on the varied approaches teachers took to enacting the GE2 PBL simulation in their social studies classrooms and the potential effects these approaches had on student outcomes.

Authors

• Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

• Lisa J. Lynn, University of Illinois at Chicago

• Kimberly A. Lawless, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut

• Mark A. Boyer, University of Connecticut

• Daniel William O'Brien, University of Illinois at Chicago

• Andrew Cutter, University of Connecticut

• Maria Fernada Enriquez, University of Connecticut

• Gena A. Khodos, University of Illinois at Chicago

• robin Hands, University of Connecticut

• Gregory Mullin, University of Connecticut

• Nicole Powell, University of Connecticut

• Greg Williams, University of Connecticut