Problem-based learning (PBL) is a method of instruction that challenges students to answer questions in a practical manner using their understanding of learned course content. The question at the heart of this study concerns if and how faculty in one institution are currently using PBL. I used an exploratory descriptive case study to research the…

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…

This study explored university teachers' professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá,…

In this qualitative study, the researchers explored the ways in which 21st-century skills (specifically communication and critical thinking) are enhanced by Grade 10 beginner Physical Sciences teachers while teaching Particulate Nature of Matter (PNM) through the implementation of problem-based learning (PBL). The study was conducted in one of the…

More than 85% of federally funded research initiatives fail to produce significant positive results (Coalition for Evidence-Based Policy, 2013). Moreover, of the less than 15% that do yield positive results, none show replicability outside of their original setting (Pogrow, 2017; Kizilcec et al., 2020). Mixed results are present in even the most…

This investigation explored a learning community approach to professional development (PD) specifically catered to science teacher educators. It was designed to bolster faculty collaboration, help participants learn about new research relevant to teacher development, and share effective teaching strategies. Forty-four science teacher educators…

Problem: Several reviews of literature have been completed to formalize the PBL approach (Alacapinar, 2008; Baines & DeBarger, 2017; Bell, 2010; Blumenfeld et al., 1991; Condliffe et al., 2017; English, 2013; Holm, 2011; Holmes, 2012; Kokotsaki et al., 2016; Krajcik & Blumenfeld, 2006; Lam, Cheng, & Choy, 2010; Lee et al., 2014;…

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…

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers' content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured…

This is a study to examine Indonesian Christian Teachers' Perceptions of the effectiveness of professional development programs offered by the Association of Christian Schools International Indonesia (ACSI-I) and by the Indonesian National Department of Education. The study was focused on how Indonesian Christian teachers perceived the…

This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes.…

This study examines whether the Problem Based Economics curriculum developed by the Buck Institute for Education improves grade 12 students' content knowledge as measured by the Test of Economic Literacy, a test refined by the National Council on Economic Education (NCEE) over decades. Students' problem-solving skills in economics were also…

The need for effective teachers is growing while national and state standards are putting ever-increasing demands on teachers and raising expectations for student achievement. Low science and mathematics standardized test scores, particularly in the middle grades, reflect unprepared adolescents, perhaps because of ineffective teaching strategies…

Describes a small-group, problem-based tutorial that was developed at Harvard Medical School. Topics discussed include recruiting and training faculty members for problem-based tutoring; students' ratings of tutors; students' written narratives; a survey of tutors' perspectives; and tutor effectiveness. (LRW)