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Constructivist Learning…1
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Svihla, Vanessa; Kubik, Tim; Stevens-Shauger, Tori – Interdisciplinary Journal of Problem-based Learning, 2019
While performance assessment (PA) is well aligned to project-based learning (PjBL), teachers find it challenging to design and implement PA that is faithful to the authentic context of their projects and viewed externally as rigorous. In contrast to standardizing PA tasks--thereby diminishing authenticity--we formed a research-practice partnership…
Descriptors: Research and Development, Theory Practice Relationship, Construction Industry, Student Projects
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Lee, Huei-Chen; Blanchard, Margaret R. – Interdisciplinary Journal of Problem-based Learning, 2019
This quantitative study examined factors underlying middle and high school teachers' choices about whether to use problem-based learning (PBL). Survey items measured respondents' perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly…
Descriptors: Teaching Methods, Problem Based Learning, Middle School Teachers, High School Teachers
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Virtue, Emily E.; Hinnant-Crawford, Brandi N. – Interdisciplinary Journal of Problem-based Learning, 2019
Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit…
Descriptors: Problem Based Learning, Interdisciplinary Approach, Educational Improvement, Faculty Development
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Mahmood, Dina; Jacobo, Hugo – Interdisciplinary Journal of Problem-based Learning, 2019
In an effort to adopt more equitable and humanizing grading practices, this teacher inquiry explores how educators attempted to improve students' views of learning and assessments by utilizing rubrics on a sliding scale. Using the sliding scale rubric approach to grading provided an opportunity for students and educators to rethink how learning is…
Descriptors: Scoring Rubrics, Student Motivation, Grading, Secondary School Students
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Hendry, Adam; Hays, Gavin; Challinor, Kurt; Lynch, Daniel – Interdisciplinary Journal of Problem-based Learning, 2017
The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the…
Descriptors: Educational Research, Constructivism (Learning), Teaching Methods, Foreign Countries
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Schettino, Carmel – Interdisciplinary Journal of Problem-based Learning, 2016
One recommendation for encouraging young women and other underrepresented students in their mathematical studies is to find instructional methods, such as problem-based learning (PBL), that allow them to feel included in the learning process. Using a more relationally centered pedagogy along with more inclusive instructional methods may be a way…
Descriptors: Problem Based Learning, Mathematics Instruction, Females, Qualitative Research
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Smith, Shaunna – Interdisciplinary Journal of Problem-based Learning, 2016
This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…
Descriptors: Learning Experience, Video Technology, Reflection, Active Learning
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Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia – Interdisciplinary Journal of Problem-based Learning, 2016
Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different…
Descriptors: STEM Education, Active Learning, Student Projects, High Schools
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Creghan, Casey; Adair-Creghan, Kathleen – Interdisciplinary Journal of Problem-based Learning, 2015
Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this…
Descriptors: Student Projects, At Risk Students, Economically Disadvantaged, Attendance
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Ravitz, Jason; Blazevski, Juliane – Interdisciplinary Journal of Problem-based Learning, 2014
This study examines the relationships between teacher-reported use of online resources, and preparedness, implementation challenges, and time spent implementing project- or problem-based learning, or approaches that are similar to what we call "PBL" in general. Variables were measured using self-reports from those who teach in reform…
Descriptors: Active Learning, Student Projects, High School Students, Educational Change
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Pecore, John L. – Interdisciplinary Journal of Problem-based Learning, 2013
Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research…
Descriptors: Teacher Attitudes, Problem Based Learning, Teaching Methods, Workshops
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Summers, Emily J.; Dickinson, Gail – Interdisciplinary Journal of Problem-based Learning, 2012
This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While…
Descriptors: Active Learning, Student Projects, High School Students, Academic Achievement
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Zhang, Meilan; Lundeberg, Mary; McConnell, Tom J.; Koehler, Matthew J.; Eberhardt, Jan – Interdisciplinary Journal of Problem-based Learning, 2010
Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators…
Descriptors: Problem Based Learning, Questioning Techniques, Discussion (Teaching Technique), Science Instruction
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Brush, Thomas; Saye, John – Interdisciplinary Journal of Problem-based Learning, 2008
This research extends a continuing line of inquiry investigating how multimedia resources might be joined with other support structures to effectively implement problem-based inquiry (PBI) activities in secondary history classrooms. Two history teachers with experience in PBI implemented a technology-supported problem-based civil rights unit in…
Descriptors: Problem Based Learning, Inquiry, Learner Engagement, Empathy
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Mergendoller, John R.; Maxwell, Nan L.; Bellisimo, Yolanda – Interdisciplinary Journal of Problem-based Learning, 2006
This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group…
Descriptors: Problem Based Learning, Student Characteristics, Teaching Methods, Comparative Analysis