In some European countries inquiry-based learning (IBL) has become popular in primary and secondary mathematics education, especially for scienceconnected content. On the other hand, problem-based learning (PBL) and project-based learning (PjBL) have a longer history in mathematics, science, technology, engineering (STEM) and in some other fields…

The shift from traditional education to maker-centered learning calls for an analysis and evaluation of the current studies on professional development in maker-centered learning. The current systematic literature review was conducted to examine existing literature on teacher professional development for maker-centered learning. It aligns the…

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the…

Lance and Loertscher warn that it is possible to use high-quality information resources and still create ineffective learning experience for K-12 students. To illustrate, they discuss the ?bird unit,? the type of research activity where students search for information in order to fill in worksheets that they transform into essays and…

The tradition of the active mind views knowledge as provisionally constructed by the mind in perpetual interaction with the world. There are no substitutes for students' and teachers' consistent application of intelligence and steady thinking. A problem-based-learning approach to teacher education exemplifies John Dewey's laboratory model.…

Discusses the problem based learning (PBL) environment and positive and negative factors affecting the implementation of PBL in K-12 education. Identifies and examines design guidelines for PBL. (Contains 23 references.) (YDS)

This Digest discusses Problem-Based Learning (PBL), a method developed by H.S. Barrows (1986), and originally created to prepare medical students for real-world problems by letting them solve medical problems based on real cases. The Digest contends that PBL can situate language learning in the real world by posing problems like those found in…

This document identifies five types of learning experiences which are relevant to understanding students' understanding of concepts and principles. These include exploring existing concepts, honing and clustering concepts, developing analytical and reasoning skills, developing problem solving skills, and structuring knowledge in memory. Each of…

Analyzes the use of problem-based learning as a catalyst for developing and implementing curriculum for gifted students that is both challenging and constructivist in approach. It relates metacognition to problem-based learning and describes inservice programs developed for teachers and administrators at the College of William and Mary (Virginia).…

Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…

Proposes that collaborative, constructivist, and problem-based learning are powerful conceptual antidotes to pedagogy as transmission and knowledge as parceled facts and objects. Notes that as more texts become available in digital form, users access information in different ways that have profound ramifications for reading and writing. Contends…

This paper identifies five types of learning experiences which are relevant to understanding students' grasp of concepts and principles. These include exploring existing concepts, honing and clustering concepts, developing analytical and reasoning skills, developing problem solving skills, and structuring knowledge in memory. Each of these…

Examines the progress of problem-based learning in the University of Colorado (Denver)'s educational administration program, stressing the roles of multiple design innovations, multiple intelligences, and constructivist approaches. Program developers learned five major lessons: clarifying roles, linking assessments with standards, defining the…

Behaviorism was the dominant epistemology in education approximately 20 years ago, while constructivism has most recently been the dominant epistemology in the field. In this paper, differences between the assumptions of behaviorism and constructivism are briefly identified, and the behaviorist pedagogy of Individually-Guided Education and the…

A consistent lesson from the literature on school change is that no single method exists for improving schools. In that spirit, this book presents a collection of short articles that address a wide sampling of ideas and trends in educational change. All the articles were originally published in "Education Update," the official member…