ERIC Number: EJ1058696
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 46
Beyond Beliefs: Teachers Adapting Problem-Based Learning to Preexisting Systems of Practice
Pecore, John L.
Interdisciplinary Journal of Problem-based Learning, v7 n2 p7-33 Fall 2013
Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers' alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.
Descriptors: Teacher Attitudes, Problem Based Learning, Teaching Methods, Workshops, Educational Change, Constructivism (Learning), Science Education, Scientific Literacy, Faculty Development, Secondary School Teachers, Collegiality, Teacher Administrator Relationship, Experienced Teachers, Beginning Teachers, Classification, Case Studies, High Schools, Classroom Environment, Surveys, Participant Observation
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: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Constructivist Learning Environment Survey