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Download full textLee, Jean Sangmin; Galindo, Enrique – Interdisciplinary Journal of Problem-based Learning, 2021
This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A's, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs…
Descriptors: Mathematics Teachers, Preservice Teachers, Preservice Teacher Education, Experiential Learning
Chimbi, Godsend Tawanda; Jita, Loyiso C. – Interdisciplinary Journal of Problem-based Learning, 2021
Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers' experiences while experimenting on project-based learning (PjBL) in Zimbabwe's current curriculum reform initiative. Project-based…
Descriptors: Educational Policy, Failure, Student Centered Learning, Active Learning
Direct linkTamim, Suha R.; Grant, Michael M. – Interdisciplinary Journal of Problem-based Learning, 2013
The purpose of this descriptive study was to explore inservice teachers' definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1)…
Descriptors: Definitions, Case Studies, Active Learning, Student Projects
