Critical Considerations for the Future of Problem-Based Learning in K–12: Supporting Diversity and Cultivating Inclusivity

• In Event: Celebrating 50 Years of Problem-Based Learning: Past, Present, and Future

Abstract

Purpose of the Study
Despite increased adoption of PBL in K-12 classrooms, we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. Given the growing numbers of LCD students in U.S. schools today (Hartman et al., 2018), as well as the growing emphasis on engaging students in complex problem solving reflected in the standards (NCSS, 2013; NGSS Lead States, 2013), the imperative to address needs of LCD learners is significant.

Theoretical Framework
In this paper, we promote a framework that supports culturally responsive teaching that operationalizes the central tenants of inclusive pedagogy. By adopting an intentional focus on students’ existing cultural repertoires and identities during the design of learning environments, we can create robust designs that support diverse learners.

Methods and Data Sources
In this narrative review, we connect findings from research on supporting LCD learners within PBL practices. We provide specific suggestions for supporting diversity and cultivating inclusivity.

Results
Appreciating cultural backgrounds. Cultural competence is both an appreciation for, and acknowledgement that cultures of origin intersect with classroom learning, and cultivating success involves first gaining fluency that goes beyond the dominant culture of public education (Ladson-Billings, 2015). For example, Ladson-Billings (2006), in a study of one teacher’s culturally relevant practices, found that the teacher used a variety of texts, found ways for students to become intellectual leaders, used community apprenticeship, and tapped into students’ real-life experiences. Such practices are highly compatible with the origins and goals of PBL.
Problematizing designs for diverse representation and inclusion. Problematizing in this context refers to a close examination of all aspects of our designs to address issues of representation and inclusion for LCD learners. More specifically, educators should recognize that inherently, good instructional strategies are not the same as accessible and inclusive practices (Aronson & Laughter, 2015; Lee & Buxton, 2013). Furthermore, PBL designs that incorporate inclusive practices offer tremendous benefit to diverse learners. For example, in one study of middle school teachers supporting diverse learners in science, results of classroom interactions demonstrated marked increases for specific scientific inquiry practices based on interactions that were coded both pre- and post-implementation (Lee et al., 2006).
Creating pathways for disciplinary identification. It is also important to enact methods in which learning is coupled with disciplinary identity development, which refers to a learner’s unfolding identification and sense of self within the discipline (Van Horne & Bell, 2017). More specifically, learners must experience a meaningful, direct connection to the content and context. Foundationally, many problem-solving environments like PBL represent the potential to cultivate inherent interest and meaning, and research has found that learners tend to experience meaningful engagement within such contexts (Authors, 2019; Hanney & Savin-Baden, 2013; Hmelo-Silver, 2004, 2013). However, this is not the same as fostering disciplinary identification, which requires deliberate design and pedagogical decisions meant to serve LCD learners.

Scholarly Significance
Given changing U.S. demographics, practices that target and meet the needs of LCD learners are essential for considering the future of PBL implementations in K-12 contexts.

Authors

• Krista D. Glazewski, Indiana University

• Peggy A. Ertmer, Purdue University