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Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A. – Interdisciplinary Journal of Problem-based Learning, 2016
A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students' explanations of dominance, leadership, and silence as PBL group roles. An ethnographic…
Descriptors: Problem Based Learning, Teaching Methods, Decision Making, Power Structure
Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A. – Interdisciplinary Journal of Problem-based Learning, 2015
Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students' understandings of the purpose and value of PBL groups for their learning. We conducted a…
Descriptors: Problem Based Learning, Cooperative Learning, Epistemology, Student Attitudes
Svihla, Vanessa; Reeve, Richard – Interdisciplinary Journal of Problem-based Learning, 2016
While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…
Descriptors: Problem Based Learning, Teaching Methods, Design, Participant Observation
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
Lee, Jean S.; Blackwell, Sue; Drake, Jennifer; Moran, Kathryn A. – Interdisciplinary Journal of Problem-based Learning, 2014
This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took "a leap of faith" in their teaching practices to redefine what…
Descriptors: Teaching Methods, Student Projects, College Faculty, Teacher Attitudes
West, Richard E.; Williams, Greg; Williams, David – Interdisciplinary Journal of Problem-based Learning, 2013
In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews…
Descriptors: Problem Based Learning, Case Studies, Cohort Analysis, Interviews
Asghar, Anila; Ellington, Roni; Rice, Eric; Johnson, Francine; Prime, Glenda M. – Interdisciplinary Journal of Problem-based Learning, 2012
Science education scholars emphasize the significance of an integrative, interdisciplinary STEM (Science, Technology, Engineering, and Mathematics) education that encourages students to learn about the natural world through exploration, inquiry, and problem-solving experiences. This article reports on a professional development program aimed at…
Descriptors: STEM Education, Secondary School Science, Faculty Development, Secondary School Teachers
Grant, Michael M. – Interdisciplinary Journal of Problem-based Learning, 2011
Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations, and teacher experiences, limited empirical research has presented student perspectives in project-based learning. This…
Descriptors: Active Learning, Student Projects, Student Attitudes, Beliefs
Goodnough, Karen C.; Hung, Woei – Interdisciplinary Journal of Problem-based Learning, 2008
Engaging primary and elementary students in meaningful, relevant science learning is challenging. PBL is an instructional approach that provides a means to foster meaningful science learning while enhancing teachers' pedagogical content knowledge (PCK). This paper reports on the experiences of a teacher inquiry group consisting of five teachers…
Descriptors: Problem Based Learning, Teaching Methods, Pedagogical Content Knowledge, Models
Ge, Xun; Huang, Kun; Dong, Yifei – Interdisciplinary Journal of Problem-based Learning, 2010
A semester-long ethnography study was carried out to investigate project-based learning in a graduate software engineering course through the implementation of an Open-Source Software Development (OSSD) learning environment, which featured authentic projects, learning community, cognitive apprenticeship, and technology affordances. The study…
Descriptors: Investigations, Open Source Technology, Graduate Students, Computer Software
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
Remedios, Louisa; Clarke, David; Hawthorne, Lesleyanne – Interdisciplinary Journal of Problem-based Learning, 2008
PBL is described as small-group collaborative learning; however, literature on how collaboration is enacted in PBL contexts is limited. A two-year ethnographic study examined the experiences and responses of Asian students to the obligations of PBL in a Western context. Participant-observation, videotape data, and video-stimulated recall…
Descriptors: Problem Based Learning, Cooperative Learning, Ethnography, Asians