Search results for: Problem-based learning (PBL)
Page 1/2 20 items
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.
Updated: Oct. 25, 2021
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, the authors investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. They present findings about the prevalence of face-work, which inhibits or mitigates face threat, as well as an account of various face-work strategies. They illuminate the role face-work plays in shaping opportunities for teacher learning, by analyzing in detail one video-based discussion. This linguistic ethnographic analysis suggests that face threat and face-work in video-based learning are inevitable and have the potential to both catalyze and constrain productive pedagogical discourse. The study demonstrates the critical role of face-work in video-based teacher learning, and the feasibility of investigating it.
Updated: Jun. 18, 2020
The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
In this study, the authors were interested to examine the notion of environmental education (EE) as context for integrating the elementary curricula. They examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. The results support the incorporation of EE activities and instruction in science methods courses to enhance instruction in science content and teaching methods. The authors also suggest an explicit focus in the methods course on science and engineering content, inquiry, and cross-cutting concepts as they relate to EE. Results from this study suggest that elementary science methods instructors can include some of this content and method in elementary science method courses.
Updated: Mar. 20, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
The purpose of this study was to examine the ways in which prospective teachers’ conceptions about teaching science as inquiry, and their efficacy for teaching science change across the Science Semester. Entering the Science Semester, the participants related to science as coursework they needed to complete to meet program requirements. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives. In contrast to the mixed views on their own learning, all of the participants eagerly embraced the idea that elementary science teaching should involve inquiry-based methods. The idealized image of activity-based experiences for children fulfills their goals for their future classrooms, and is congruent with their goals for a nurturing classroom environment.
Updated: Dec. 14, 2015
This paper outlines the diffusion of one such pedagogy from medical to teacher education. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.
Updated: Dec. 06, 2015
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
This study aims to inform teacher educators, professional development specialists, and researchers how they can better support teachers in designing blended PBL, especially in online environments. The study focused on an individual project, which required the participants to design a blended PBL lesson for their selected target audience. The results of this study suggest that professional development programs provide PBL novices with (a) an opportunity to design the whole PBL process using a systematic approach, (b) synchronous, interactive questioning sessions and customized scaffolding, (c) concise and easy-to-understand guidelines and checklists, and (d) opportunities to have a successful experience with PBL design.
Updated: Sep. 10, 2014
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Updated: Jul. 23, 2014
Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
The current study explores student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning. The proposed method approach the time student spend working, identifying over/underloadings. The study also examines relationship of this method with student outcomes.
Updated: Dec. 27, 2011
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Updated: Dec. 06, 2011