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Audra Skukauskaite; Susan Bridges; Michelle Sullivan – Interdisciplinary Journal of Problem-based Learning, 2023
Dialogue is central to the collaborative processes of inquiry-based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry-based learning. Through a telling case of facilitation processes…
Descriptors: Mentors, Interaction, Interpersonal Relationship, Verbal Communication
Brandi Hinnant-Crawford; Emily Virtue; Liz Bergeron – Interdisciplinary Journal of Problem-based Learning, 2024
While project-based learning (PjBL) and asset-based equity pedagogies (ABEPs) have traditionally been studied separately, there is reason to believe that the combination of the two strategies can produce even more impactful possibilities. This study examines the relationships between students' perception of both PjBL and ABEPs as it relates to…
Descriptors: High School Students, Student Projects, Active Learning, Equal Education
H. Frank McKay – Interdisciplinary Journal of Problem-based Learning, 2024
Education thought leaders highlight the need to expand access to high-quality STEM learning for students historically underrepresented in STEM fields, and project-based learning (PjBL) is often seen as a key strategy. Introducing PjBL to classrooms typically focuses on building teacher capacity, but principals also play a key role in effective…
Descriptors: Empowerment, Principals, Active Learning, Student Projects
Vidergor, Hava E. – Interdisciplinary Journal of Problem-based Learning, 2022
The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school students in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who…
Descriptors: Outcomes of Education, Educational Innovation, Student Projects, Active Learning
Lee, Jean Sangmin; Galindo, Enrique – Interdisciplinary Journal of Problem-based Learning, 2021
This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A's, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs…
Descriptors: Mathematics Teachers, Preservice Teachers, Preservice Teacher Education, Experiential Learning
Siqi Huang; Mozzie DosAlmas – Interdisciplinary Journal of Problem-based Learning, 2024
This study reports on the design and implementation of an equity-focused, project-based algebra curriculum in two advanced eighth-grade classrooms. We document with substantial detail a promising approach to capturing how students demonstrate and build robust mathematical understandings in ways that strongly connect to equity issues. We illuminate…
Descriptors: Middle School Mathematics, Middle School Students, Middle School Teachers, Algebra
Botella Nicolas, Ana Maria; Ramos Ramos, Pablo – Interdisciplinary Journal of Problem-based Learning, 2022
This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of…
Descriptors: Personal Autonomy, Psychological Needs, Student Projects, Active Learning
Chimbi, Godsend Tawanda; Jita, Loyiso C. – Interdisciplinary Journal of Problem-based Learning, 2021
Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers' experiences while experimenting on project-based learning (PjBL) in Zimbabwe's current curriculum reform initiative. Project-based…
Descriptors: Educational Policy, Failure, Student Centered Learning, Active Learning
Grob, Regula; Holmeier, Monika; Labudde, Peter – Interdisciplinary Journal of Problem-based Learning, 2017
Inquiry-based education has been part of innovative science teaching for the last few decades. With the competence orientation now underlying many national curricula, one of the emerging questions is how the development of student competences can be fostered in the context of inquiry-based science education. One approach to supporting students in…
Descriptors: Formative Evaluation, Inquiry, Active Learning, Science Education
Svihla, Vanessa; Kubik, Tim; Stevens-Shauger, Tori – Interdisciplinary Journal of Problem-based Learning, 2019
While performance assessment (PA) is well aligned to project-based learning (PjBL), teachers find it challenging to design and implement PA that is faithful to the authentic context of their projects and viewed externally as rigorous. In contrast to standardizing PA tasks--thereby diminishing authenticity--we formed a research-practice partnership…
Descriptors: Research and Development, Theory Practice Relationship, Construction Industry, Student Projects
Virtue, Emily E.; Hinnant-Crawford, Brandi N. – Interdisciplinary Journal of Problem-based Learning, 2019
Supporters of project-based learning (PBL) argue that outcomes from the model include better performance in academic (Bell, 2010; Thomas, 2000) and non-academic outcomes (Saunders-Steward, Gyles, & Shore, 2010). The New Tech Network (NTN) is a school improvement network that provides training and development for high school faculty who commit…
Descriptors: Problem Based Learning, Interdisciplinary Approach, Educational Improvement, Faculty Development
Remijan, Kelly W. – Interdisciplinary Journal of Problem-based Learning, 2017
This article illustrates how mathematics teachers can develop design-focused projects, related to project-based learning, to motivate secondary mathematics students. With first-hand experience as a secondary mathematics teacher, I provide a series of steps related to the engineering design process, which are helpful to teachers in developing…
Descriptors: Active Learning, Student Projects, Secondary School Students, Secondary School Mathematics
Merritt, Joi; Lee, Mi Yeon; Rillero, Peter; Kinach, Barbara M. – Interdisciplinary Journal of Problem-based Learning, 2017
This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3-14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to…
Descriptors: Problem Based Learning, Active Learning, Student Projects, Instructional Effectiveness
Shuster, Michèle; Glazewski, Krista; Villa, Christopher – Interdisciplinary Journal of Problem-based Learning, 2020
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based…
Descriptors: Workshops, Genetics, Case Method (Teaching Technique), Pedagogical Content Knowledge
Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia – Interdisciplinary Journal of Problem-based Learning, 2016
Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different…
Descriptors: STEM Education, Active Learning, Student Projects, High Schools
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