Promoting Positive Academic Dispositions Using a Web-Based PBL Environment: The GlobalEd 2 Project.
Promoting Positive Academic Dispositions Using a Web-Based PBL Environment: The GlobalEd 2 Project.
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使用基于网络的 PBL 环境促进积极的学术倾向：GlobalEd 2 项目。
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Mark A. Boyer
中科院分区：
文献类型：
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作者：
Scott W. Brown;K. Lawless;Mark A. Boyer
摘要基于问题的学习（PBL）是一种在丰富的情境中促进学生学习、理解和知识发展的教学设计方法。以前的PBL研究主要集中在面对面的学习环境，但目前的技术提供PBL设计者的机会，创造在线，虚拟，PBL环境。GlobalEd 2项目是PBL环境的一个例子，它结合了面对面和在线环境的积极特征，模拟了科学顾问就全球水资源问题进行的为期14周的国际谈判。GlobalEd 2 PBL环境的描述检查它对中学生的兴趣在未来的科学教育经验，自我效能感相关的科学写作和自我效能感相关的技术用于学术目的，使用前测后测设计的影响。通过对208名来自城市和郊区学校的初中生的科学兴趣和自我效能感的方差分析和小组差异的方差分析，发现科学兴趣和自我效能感对学生的科学兴趣和自我效能感有积极的影响.关键词：基于问题的学习，自我效能感，写作，科学兴趣，全球教育
Abstract Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL envi-ronments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simu -lation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students’ interest in future science education experiences, self-efficacy related to writing in science and self-efficacy related to technology use for academic purposes using a pre-test post-test design. Analyses using ANOVAs of gain scores and ANCOVAs of sub-group differences demonstrate a positive impact on the science interest and self-efficacy of 208 middle-grade students from urban and suburban schools.Keywords: problem-based learning, self-efficacy, writing, science interest, global education