Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment
Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment
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检查中学科学教师如何实施多媒体丰富的基于问题的学习环境
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
H. Chang
中科院分区：
文献类型：
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作者：
Min Liu;J. Wivagg;Renata Geurtz;Shih;H. Chang
本研究探讨了一组十名中学教师如何实施技术丰富的基于问题的学习（PBL）的环境。我们的目标是了解他们的动机，记录他们的实施技术，并确定教师认为在教学中使用基于技术的PBL工具的重要因素。分析确定了四个因素，为教师考虑采用基于技术的PBL教学提供了动力。这些因素是：（1）PBL课程解决了教师的课程需求，实施它有校园管理和技术支持，（2）该方法与教师的教学信念一致，（3）PBL课程提供了一种新的教学方式，促进了高阶思维技能的发展，（4）PBL课程以迷人的方式挑战学生，并支持所有学生的学习需求。教师的实施技术与超过1,000个六年级学生详细记录：1）教师的角色，2）学生的角色，和3）在实施PBL课程的课堂互动。此外，提供了两对教师的对比叙述的详细描述，说明了使用相同的PBL程序，允许个性化的教学，以满足不同学生的需求，可以发生的实施技术的范围。提供详细的实施实践的目标是解决缺乏“如何”在K-12教室实施PBL的文献中所示，并提供见解和想法，有兴趣采用和实施PBL。研究结果进行了讨论的理论框架和影响。
This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching. The analysis identified four factors that provided the impetus for teachers to consider the adoption of technology-based PBL instruction. These factors are (1) the PBL program addresses the teachers’ curricular needs and implementing it has campus administrative and technical support, (2) the method is aligned with teachers’ pedagogical beliefs, (3) the PBL program offers a new way of teaching and promotes the development of higher-order thinking skills, and (4) the PBL program challenges students in a captivating manner and supports the learning needs of all students. Teachers’ implementation techniques with over 1,000 sixth graders were documented in detail with regard to: 1) the teacher’s roles, 2) the student’s role, and 3) the classroom interactions during the implementation of the PBL program. In addition, a detailed description of contrasting narratives of two pairs of teachers is provided, illustrating the range of implementation techniques that can occur using the same PBL program to allow for individualized instruction to meet different students’ needs. The goal of providing detailed implementation practices is to address the lack of “how to” in PBL implementation in K-12 classrooms as indicated in the literature and offer insights and ideas to those interested in adopting and implementing PBL. Findings are discussed within the theoretical framework and implications are provided.