Examining Differences Among Teacher Implementation Patterns

• In Event: Problem-Based Education SIG Full Paper Session: Teachers and Problem-Based Education

Abstract

Although, problem-based learning (PBL) is a promising teaching and learning approach, the results of PBL research have been mixed. The literature points to the need for the examination of the fidelity with which PBL is enacted in order to better understand the variability in student outcomes. The current investigation undertook the analysis of teachers’ approaches to enacting a PBL curriculum. The preliminary analysis revealed three levels of implementation fidelity. Descriptions of these instructional patterns and implications are discussed.

Authors

• Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

• Kimberly A. Lawless, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut

• Addison Zhao, University of Connecticut

• James B Oren, University of Illinois at Chicago

• Jeremy Riel, University of Illinois at Chicago

• Lisa J. Lynn, University of Illinois at Chicago