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ERIC Number: EJ1058693
Record Type: Journal
Publication Date: 2013
Pages: 30
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-1541-5015
Definitions and Uses: Case Study of Teachers Implementing Project-Based Learning
Tamim, Suha R.; Grant, Michael M.
Interdisciplinary Journal of Problem-based Learning, v7 n2 p72-101 Fall 2013
The purpose of this descriptive study was to explore inservice teachers' definitions of project-based learning (PjBL) and their accounts on the meaning of their PjBL implementations. A purposive sample of six teachers from grades four through twelve in public and private schools participated. Three themes evolved from inductive analysis: (1) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.
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; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A