The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach

Autor/inn/en	Ertmer, Peggy A.; Schlosser, Sarah; Clase, Kari; Adedokun, Omolola
Titel	The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 8 (2014) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1407
Schlagwörter	Mixed Methods Research; Problem Based Learning; Teaching Methods; STEM Education; Science Teachers; Mathematics Teachers; Self Efficacy; Teacher Effectiveness; Faculty Development; Energy; Pedagogical Content Knowledge; Knowledge Base for Teaching; Focus Groups; Interviews; Summer Programs; Workshops; Surveys; Secondary School Teachers; Rural Schools; Statistical Analysis; Change; Preservice Teachers; Teacher Attitudes; Student Attitudes; Pretests Posttests + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Energie; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Sommerkurs; Lernwerkstatt; Schulung; Survey; Umfrage; Befragung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Wandel; Lehrerverhalten; Schülerverhalten
Abstract	A mixed-methods research study was designed to examine teachers' knowledge and confidence for implementing a STEM-based problem-based learning (PBL) unit in their 6-12 grade science and math classrooms. Twenty-one teachers (7 in-service and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then created, an immersive PBL unit related to sustainable energy. Data were collected through a pre-post content knowledge test and two pre-post surveys--one measuring knowledge and confidence for implementing PBL and one measuring science teaching efficacy. Daily reflections and focus group interviews provided additional data regarding teachers' changing knowledge and confidence related to both content and PBL methods. Results revealed significant gains in content knowledge related to concepts in energy, confidence for implementing PBL, and science teaching efficacy. Implications for the professional development of rural STEM teachers and the importance of engaging teachers in a professional development experience that integrates STEM content and PBL methods also are discussed. (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