Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

Autor/inn/en	Belland, Brian R.; Glazewski, Krista D.; Ertmer, Peggy A.
Titel	Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group
Quelle	In: RMLE Online: Research in Middle Level Education, 32 (2009) 9, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
Schlagwörter	Mainstreaming; Problem Based Learning; Case Studies; Middle School Students; Grade 7; Group Dynamics; Special Needs Students; Heterogeneous Grouping; Science Instruction; Video Technology; Interviews; Student Surveys; Problem Solving; Student Role; Peer Relationship; Group Behavior + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Gruppendynamik; Sonderpädagogischer Förderbedarf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Schülerbefragung; Problemlösen; Peer-Beziehungen; Gruppenverhalten
Abstract	The literature on the use of problem-based learning in K-12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role--group manager, task guidance provider, and task performer--and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10