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Journal article
Beyond beliefs: Teachers adapting problem-based learning to preexisting systems of practice
Interdisciplinary Journal of Problem-Based Learning, Vol.7(2), Article 1
7
2012
Web of Science ID: WOS:000410400000001
Abstract
Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scienti!c literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops o"ered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.
Details
- Title
- Beyond beliefs
- Publication Details
- Interdisciplinary Journal of Problem-Based Learning, Vol.7(2), Article 1
- Resource Type
- Journal article
- Publisher
- Purdue University Press; Lest Lafayette, IN
- Series
- 7
- Copyright
- IJPBL is published in Open Access format through the generous support of the Teaching Academy at Purdue University.
- Identifiers
- WOS:000410400000001; 99380090352306600
- Academic Unit
- School of Education
- Language
- English