PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

Autor/inn/en	Nariman, Nahid; Chrispeels, Janet
Titel	PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 10 (2016) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1521
Schlagwörter	Problem Based Learning; Elementary School Students; Prior Learning; Cooperative Learning; English Language Learners; Elementary School Teachers; Units of Study; Instructional Design; Case Studies; Standards; Science Instruction; Teaching Methods; Accountability; Educational Change; Educational Benefits; Student Surveys; Teamwork; Student Attitudes; Faculty Development; Teacher Attitudes; Teacher Role; Teacher Collaboration; Semi Structured Interviews; Observation + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Vorkenntnisse; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lerneinheit; Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Bildungsreform; Bildungsertrag; Schülerbefragung; Schülerverhalten; Lehrerverhalten; Lehrerrolle; Lehrerkooperation; Beobachtung
Abstract	We explore teachers' efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and students valued working in collaborative teams. An important insight is the need to help teachers connect NGSS to students' lives and to consider their background knowledge in unit development and problem formulation. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01