Scaffolding Problem-Based Learning: Expert Teacher Strategies Differ Across Grade Levels

• In Event: Teachers Using Problem-Based and Project-Based Learning: Scaffolding, Technology, Curriculum

Abstract

Collaborative problem-based learning (PBL) in K-12 education poses significant challenges for teachers to scaffold multiple groups in the classroom while monitoring the progress and interactions of the entire class. The purpose of this study was to showcase episodes of PBL classroom scaffolding practices based on empirical evidence gathered from actual practices at different grade levels representing elementary, middle, and high school and investigate how teachers reflect on their choices of scaffolding practices. Three data sets of PBL classrooms video and follow-up interviews from each school level were analyzed using Interaction Analysis (IA). The insights gained from this study can benefit both teachers who have never implemented PBL and those who have been struggling with implementing PBL under multiple constraints.

Authors

• Haesol Bae, University at Albany - SUNY
  Presenting Author

• Krista D. Glazewski, North Carolina State University
  Non-Presenting Author

• Cindy E. Hmelo-Silver, Indiana University
  Non-Presenting Author

• Thomas Brush, Indiana University
  Non-Presenting Author