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

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

doi:10.1080/10508406.1998.9672056

Cited by 435 publications

(409 citation statements)

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“…In design settings, in particular, PBL often merges with project-based learning, where the focus is on completing a project that results in the creation of an artifact (Barron et al, 1998;Blumenfeld et al, 1991;Hong, 2007). PBL is often adapted into capstone design courses in the senior year where learning outcomes typically include the ability to synthesize prior knowledge, master new concepts, and enhance technical and professional skills (Pembridge & Paretti, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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Section: Introductionmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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“…An interesting characteristic of PBL is that the learning process and the final outcome cannot be fully predetermined. This requires students and teachers to continuously monitor, reflect, assess and update their practice (Barron, Schwartz, Vye, Moore, Petrosino et al, 1998).…”

Section: Project Based Learningmentioning

confidence: 99%

“From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Problem-based Learning

Chounta

Manske

Hoppe

2017

Int J Educ Technol High Educ

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Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project-style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or "makers". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision-making and planning and can be considered as a bridge between education and industry. In this paper we present and analyse our experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for projectbased learning in more formal educational scenarios.

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“…The current consensus favors placing the student in the center of the learning process in the laboratory [1][2][3][4][5][6][7][8][9] so that students develop the skills to tackle real world problems [21][22][23][24][25]. Our guided approach embraces this premise and incorporates thought provoking questions into every stage of the students' laboratory work.…”

Section: Resultsmentioning

confidence: 99%

“…As others have noted [7,8], there is a recognized need to provide students with a support system that affords frequent opportunities for feedback, reflection, and modification of their ideas.…”

Section: Overview Of the Guided Inquiry-based Approachmentioning

confidence: 99%

“…One pedagogical approach often used to foster student curiosity and increase student engagement is to give more decision-making authority to the students. However, while there is a consensus that students need to perform activities that are more studentcentered, and investigative in their approach [1][2][3][4][5][6][7][8][9], achieving the desired learning outcome is complicated by the variable prior experiences and skills of the students. Students who have only been introduced to a traditional style of prescribed laboratory instruction are often found to follow the "recipe" in the lab manual carefully, but then do not necessarily engage in the scientific concepts or intended thought processes [6,7].…”

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confidence: 99%

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An inquiry‐based biochemistry laboratory structure emphasizing competency in the scientific process: A guided approach with an electronic notebook format

Hall

Vardar‐Ulu

2013

Biochem Molecular Bio Educ

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The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students through their laboratory work at a steady pace that encourages them to focus on quality observations, careful data collection and thought processes surrounding the chemistry involved. It motivates students to work in a collaborative manner with frequent opportunities for feedback, reflection, and modification of their ideas. Each laboratory activity has four stages to keep the students' efforts on track: pre-lab work, an in-lab discussion, in-lab work, and a post-lab assignment. Students are guided at each stage by an instructor created template that directs their learning while giving them the opportunity and flexibility to explore new information, ideas, and questions. These templates are easily transferred into an electronic journal (termed the E-notebook) and form the basic structural framework of the final lab reports the students submit electronically, via a learning management system. The guided-inquiry based approach presented here uses a single laboratory activity for undergraduate Introductory Biochemistry as an example. After implementation of this guided learning approach student surveys reported a higher level of course satisfaction and there was a statistically significant improvement in the quality of the student work. Therefore we firmly believe the described format to be highly effective in promoting student learning and engagement. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(1):58-67, 2014.Keywords: inquiry based teaching; cooperative/collaborative education; original models for teaching and learning; teaching and learning techniques methods and approaches Overview of the Guided Inquiry-Based ApproachThe teaching science laboratories continue to provide a central and distinctive environment for teaching and learning science. In order to train a new wave of skilled scientists who can keep pace with recent advances in science and technology it is crucial that the laboratory setting encourages creative thinking and problem-solving skills that mimic real life challenges. One pedagogical approach often used to foster student curiosity and increase student engagement is to give more decision-making authority to the students. However, while there is a consensus that students need to perform activities that are more studentcentered, and investigative in their approach [1][2][3][4][5][6][7][8][9], achieving the desired learning outcome is complicated by the variable prior experiences and skills of the students. Students who have only been introduced to a traditional style of prescribed laboratory instruction are often found to follow the "recipe" in the lab manual carefully, but then do not necessarily engage in the scienti...

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

Cited by 435 publications

References 0 publications

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

“From Making to Learning”: introducing Dev Camps as an educational paradigm for Re-inventing Problem-based Learning

An inquiry‐based biochemistry laboratory structure emphasizing competency in the scientific process: A guided approach with an electronic notebook format

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