STEM High School Teachers’ Views of Implementing PBL: An Investigation Using Anecdote Circles
STEM High School Teachers’ Views of Implementing PBL: An Investigation Using Anecdote Circles
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STEM 高中教师对实施 PBL 的看法：利用轶事圈进行的调查
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
S. Ramlo
中科院分区：
文献类型：
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作者：
Aimee L. deChambeau;S. Ramlo
基于问题的学习（PBL）越来越受欢迎，特别是在基于STEM（科学，技术，工程和数学）的学校中。这些学校的课程评估通常侧重于学生的标准化考试成绩，而不是教师的需求。本研究利用轶事圈，讲故事，通过主持小组讨论，调查教师的需求相关的开发和实施真实的，跨学科的PBL活动，在城市，公立STEM高中。教师的经验和观点进行了探讨三大主题：评估;辅导和培训;和真实的学习。这些分析为转变学校有效实施PBL以及改进教学和学习的最佳实践提供了见解。根据研究结果，还提出了改进PBL实践的建议。
Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well as improving teaching and learning best practices. Recommendations to improve PBL practice based on the study’s results are also included.