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Problem-Based Education SIG Full Paper Session: Problem-Based Learning in K-12, Teacher Education, and Other University Contexts
Sat, April 5, 8:15 to 10:15am, Convention Center, Floor: 100 Level, 118CSession Type: Paper Session
Abstract
In this full paper session, authors cover many issues related to the use of PBL in a variety of settings. The first three authors describe research on PBL in teacher education. In the first paper, the authors address how preservice teachers learn through PBL, and the extent to which this helps them have inclinations to use PBL. The second investigates the impact of a summer workshop on teachers' implementation of PBL. The third addresses a high school teacher's challenges implementing socioscientific instruction. The fourth paper addresses fidelity of implementation of project-based learning in the first year after professional development. The fifth investigates the influence of videoconferencing on social presence in distance PBL. The last investigates how university students in difference science disciplines frame problems.
Sub Unit
Chair
Papers
Problem-Based Learning Processes: Impact on Preservice Teachers’ Learning Strategies - Bee Leng Chua, Nanyang Technological University; Oon Seng Tan, Singapore National Institute of Education; Woon Chia Liu, National Institute of Education - Nanyang Technological University
Problem-Based Inquiry: Innovation in Practice and Learning - Nahid Nariman, non profit organization; Janet A. Chrispeels, University of California - San Diego; Vanessa Ann Karwan, TIDES (Transformative Inquiry Design for Effective Schools and Systems)
Implementation of a Socioscientific Inquiry Unit in a High School Biology Classroom: A Teacher’s Perspective - Thomas Brush, Indiana University; Krista D. Glazewski, Indiana University; Suhkyung Shin, Texas Tech University; Sungwon Shin, Indiana University; Jiyoon Jung, Indiana University - Bloomington
Evaluating the Essential Elements of Project-Based Learning: A Case Study of First-Year Implementation in One Urban School - Jessica Gale, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Jane Simpkins, Westminster Center for Teaching; Robert Ryshke, Westminster Center for Teaching
Why Increased Social Presence Through Web Videoconferencing Does Not Automatically Lead to Improved Learning in Online Problem-Based Learning - Bas Giesbers, Maastricht University School of Business and Economics; Bart Rienties, Maastricht University; Dirk Tempelaar, Maastricht University; Wim H. Gijselaers, Maastricht University
Problem Framing: Learning Through Designerly Practices - Vanessa Svihla, University of New Mexico; Sushilla Knottenbelt, University of New Mexico; Jennifer Buntjer, University of New Mexico