Doing With Understanding: Lessons From Research on Problem and Project-Based Learning

Barron, Brigid; Schwartz, D. A.; Vye, Nancy; Moore, Allison; Petrosino, Anthony; Zech, Linda; Bransford, John D.

doi:10.1207/s15327809jls0703&4_2

Cited by 270 publications

(227 citation statements)

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“…Without extensive training, teachers often have trouble selecting application problems that highlight the key principles in the discipline, opting rather for problems that merely seem engaging. 5 Students consequently often miss important concepts they need to learn. 2,15 Students may have trouble structuring their approach to these open-ended problems if they have not also learned the fundamental principles for the subject and how to apply them with an effective analysis strategy.…”

Section: Teaching Methodsmentioning

confidence: 99%

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

2007

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This paper presents the results of a study comparing student learning in an inquiry-based and a traditional course in biotransport. Collaborating learning scientists and biomedical engineers designed and implemented an inquiry-based method of instruction that followed learning principles presented in the National Research Council report "How People Learn" (HPL). In this study, the intervention group was taught a core biomedical engineering course in biotransport following the HPL method. The control group was taught by traditional didactic lecture methods. A primary objective of the study was to identify instructional methods that facilitate the early development of adaptive expertise (AE). AE requires a combination of two types of engineering skills: subject knowledge and the ability to think innovatively in new contexts. Therefore, student learning in biotransport was measured in two dimensions: A pre and posttest measured knowledge acquisition in the domain and development of innovative problem-solving abilities. HPL and traditional students' test scores were compared. Results show that HPL and traditional students made equivalent knowledge gains, but that HPL students demonstrated significantly greater improvement in innovative thinking abilities. We discuss these results in terms of their implications for improving undergraduate engineering education.

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Section: Teaching Methodsmentioning

confidence: 99%

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

2007

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“…Open data and a change of mindset is the next step in the internet revolution (Berners-Lee, 2011) For students to engage with contemporary social problems, it is key to embed Open Data principles in research-based teaching and learning contexts provides students with the experience of working with the same raw materials scientists and policy-makers use (Atenas, Havemann & Priego, 2015), applying different methodologies in real scenarios and presenting the results in research papers that can be assessed, therefore connecting learning with real world problems (Kasl, Marsick & Dechant, 1997;Barron et al, 1998;Hmelo-Silver, 2004;Davies, 2010;Piorun et al 2012).…”

Section: Open Data-led Activities In Research-based Curriculamentioning

confidence: 99%

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

2015

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Open Data is the name given to datasets which have been generated by international organisations, governments, NGOs and academic researchers, and made freely available online and openly-licensed. These datasets can be used by educators as Open Educational Resources (OER) to support different teaching and learning activities, allowing students to gain experience working with the same raw data researchers and policy-makers generate and use. In this way, educators can facilitate students to understand how information is generated, processed, analysed and interpreted.This paper offers an initial exploration of ways in which the use of Open Data can be key in the development of transversal skills (including digital and data literacies, alongside skills for critical thinking, research, teamwork, and global citizenship), enhancing students' abilities to understand and select information sources, to work with, curate, analyse and interpret data, and to conduct and evaluate research. This paper also presents results of an exploratory survey that can guide further research into Open Data-led learning activities. Our goal is to support educators in empowering students to engage, critically and collaboratively, as 21st century global citizens.

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“…Participants in this study saw their role as facilitators, monitors and guides. These roles are portrayed in the PjBL literature as essentials where teachers support learners in building subject matter as well as in acquiring management and inquiry skills (Barron et al, 1998;Grant, 2002;Kintsch, 2009). It is along these lines that the participants explained how they go about supporting their students in moving forward with their projects.…”

Section: Research Question 2: How Do Teachers Choose To Use Pjbl?mentioning

confidence: 99%

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Tamim¹,

Grant²

2013

Interdisciplinary Journal of Problem-Based Learning

155

127

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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) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.

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Doing With Understanding: Lessons From Research on Problem and Project-Based Learning

Cited by 270 publications

References 0 publications

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

Open Data as Open Educational Resources: Towards transversal skills and global citizenship

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

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