ERIC Number: EJ1055604
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: 42
Perceptions of the Value of Problem-Based Learning among Students with Special Needs and Their Teachers
Belland, Brian R.; Ertmer, Peggy A.; Simons, Krista D.
Interdisciplinary Journal of Problem-based Learning, v1 n2 p1-18 2006
While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students' school was located. We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings were (1) students manifested strong engagement, and (2) students with less severe disabilities developed compassion for students with more severe disabilities.
Descriptors: Problem Based Learning, Disabilities, Middle School Students, Student Attitudes, Middle School Teachers, Teacher Attitudes, Severity (of Disability), Rural Schools, Comparative Analysis, Interviews, Learner Engagement, Empathy, Special Education, Teaching Methods, Cooperative Learning, Accessibility (for Disabled), Photography, Video Technology, Coding, Problem Solving
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 - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A