Successfully Implementing Problem-Based Learning in Classrooms: Research in K-12 and Teacher Education

by Thomas Brush (Editor), John W. Saye (Editor)

Overview

Problem-based learning (PBL) represents a widely recommended best practice that facilitates both student engagement with challenging content and students' ability to utilize that content in a more flexible manner to support problem-solving. This edited volume includes research that focuses on examples of successful models and strategies for facilitating preservice and practicing teachers in implementing PBL practices in their current and future classrooms in a variety of K-12 settings and in content areas ranging from the humanities to the STEM disciplines. This collection grew out of a special issue of the Interdisciplinary Journal of Problem-Based Learning. It includes additional research and models of successful PBL implementation in K-12 teacher education and classroom settings.

Product Details

ISBN-13:	9781557537805
Publisher:	Purdue University Press
Publication date:	03/15/2017
Pages:	300
Sales rank:	578,138
Product dimensions:	6.30(w) x 9.10(h) x 1.00(d)

About the Author

Dr. Thomas Brush is the Barbara B. Jacobs Chair in Education and Technology and chair of the Department of Instructional Systems Technology within the School of Education at Indiana University Bloomington as well as codirector of the Persistent Issues in History Network. Dr. Brush's research interests focus on developing methods and strategies to promote inquiry-oriented learning, particularly with more open-ended instruction.John W. Saye is the Mildred Cheshire Fraley Distinguished Professor of secondary social science education at Auburn University. He is the codirector of the Persistent Issues in History Network and director of the Social Studies Inquiry Research Collaborative, a coalition of university researchers studying the effects of challenging social studies and history instruction on student learning. Prior to his appointment to Auburn University in 1994, Dr. Saye was a high school history teacher for twelve years. His research interests include authentic pedagogy, problem-based inquiry, teacher thinking, and collaborative communities of practice.

Table of Contents

Problem-Based Learning in K-12 and Teacher Education: Introduction and Current Trends Thomas Brush John Saye vii

Part I Problem-Based Learning in Teacher Education

1 Transforming Preservice Secondary Mathematics Teachers' Practices: Promoting Problem Solving and Sense Making Marilyn E. Strutchens W. Gary Martin 3

2 Conexiones: Fostering Socioscientific Inquiry in Graduate Teacher Preparation Krista D. Glazewski Michèle I. Shuster Thomas Brush Andrea Ellis 43

3 An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network Thomas Brush John Saye 79

4 Preservice Elementary Teachers Learning to Teach PBL Through Science-Integrated Engineering Design Pamela S. Lottero-Perdue 105

Part II Problem-Based Learning in K-12 Contexts

5 Teacher as Designer: A Framework for Analysis of Mathematical Model-Eliciting Activities Margret A. Hjalmarson Heidi Diefes-Dux 135

6 The Grand Challenge: Using a PBL Approach to Teach Cutting-Edge Science Peggy A. Ertmer Sarah Schlosser Kari Clase Omolola Adedokun 163

7 Using Technology-Enhanced Learning Environments to Support Problem-Based Historical Inquiry in Secondary School Classrooms John Saye Thomas Brush 197

8 Engaging Teachers' Pedagogical Content Knowledge: Adopting a Nine-Step PBL Model Karen C Goodnough Woei Hung 239

Conclusion: What Is Missing; What Is Needed? Future Research Directions With PBL in K-12 and Teacher Education Michael M. Grant Krista D. Glazewski 275

Index 293