ERIC Number: EJ1055413
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers
Ertmer, Peggy A.; Simons, Krista D.
Interdisciplinary Journal of Problem-based Learning, v1 n1 p40-54 Spr 2006
While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers' classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers' initial and ongoing efforts, we anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers.
Descriptors: Interdisciplinary Approach, Problem Solving, Teaching Methods, Scaffolding (Teaching Technique), Teacher Role, Cooperative Learning, Inquiry, Learner Engagement, Reflection, Concept Formation, Misconceptions, Elementary School Students, Secondary School Students, Elementary School Teachers, Secondary School Teachers
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A