The Problem Is Only Part of the Problem.

Autor/inn/en	Hoover, S. P.; Achilles, C. M.
Titel	The Problem Is Only Part of the Problem.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Group Dynamics; Instructional Effectiveness; Instructional Improvement; Intermediate Grades; Interpersonal Relationship; Learning Strategies; Middle Schools; Problem Based Learning; Problem Solving; Relevance (Education); Secondary Education; Teaching Methods; South Carolina + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Gruppendynamik; Unterrichtserfolg; Unterrichtsqualität; Mittelstufe; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Mittelschule; Mittelstufenschule; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Relevance; Relevanz; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Problem-based learning (PBL) uses adult-learning theory to structure the instructional process around presentation of a problem. Learning events emulate real-life situations as closely as possible. This paper describes how two middle schools and one high school implemented a structured staff-development approach aimed at teaching teachers how to use PBL in their classrooms. Feedback from three groups of teachers indicated that students lacked the adequate social skills needed to process group work efficiently and effectively. Middle and high school teachers expressed amazement that students distrusted each other, would not share or willingly cooperate, and often displayed a "me or them" survival attitude. The teaching of people skills often took priority over problem-solving activities. PBL was, however, an effective vehicle for addressing varied learning styles. All teachers felt bound by the constraints of the school-day schedule, not having enough time for the extensive planning that PBL requires. One table is included. The appendix contains a form that elicited teacher feedback on PBL. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC