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|Title:||A Case Study of Problem-Based Learning in a Middle-School Science Class: Lessons Learned|
Kolodner, Janet L.
|Publisher:||Association for the Advancement of Computing in Education (AACE)|
|Citation:||Gertzman, A. & Kolodner, J. L. (1996). A Case Study of Problem-Based Learning in a Middle-School Science Class: Lessons Learned. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 91-98). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).|
|Abstract:||Research on teacher thinking within a constructivist framework emphasizes the relationship betweenteacherbeliefs about teaching and learning and effective classroom practices. A project sponsored by theEduTechinstitut at Georgia Tech provides training and support to middle-school teachers using problem based learning (PBL) in their science and math classes, seeking also to enhance the role of technology in learning. This report of an ethnographic case study in one 8th-grade science class discusses the specific difficulties encountered in implementing PBL and identifies coping strategies improvised by teacher and students in adapting to the unfamiliar roles and expectations ofthe PBL approach. Classroom observation and interviews with the teacher reveal the importance not only of training teachers in the appropriate classroom techniques but also ofproviding ongoing support as they develop context-sensitive PBL modules and acquire deeper understanding and acceptance ofthe philosophy underlying the new approach. Reflection infuses the teaching and learning processes, encouraging all participants to re-view both content knowledge and knowledge about learning.|
|Appears in Collections:||ICLS 1996|
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