Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3604
Title: A Learning Journey in Problem-based Learning
Authors: Yeo, Jennifer
Tan, Seng-Chee
Lee, Yew-Jin
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Yeo, J., Tan, S., & Lee, Y. (2006). A Learning Journey in Problem-based Learning. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 859-865). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: This ethnographic case study describes what happened when a high school biology teacher in Singapore adopted problem-based learning (PBL). Using activity theory, we compare her instructional unit with a reference PBL model derived from the literature. We found disparities in the motives driving these two activity systems, which we attribute to differences between the lived-realities of practitioners and academics. As the researchers collaborate with practitioners through joint reflective practices, our goal is to work towards an equilibrium point whereby PBL could be implemented meaningfully and realistically in an Asian society that has long placed a premium on academic achievement.
URI: https://doi.dx.org/10.22318/icls2006.859
https://repository.isls.org//handle/1/3604
Appears in Collections:ICLS 2006

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