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ERIC Number: EJ1150568
Record Type: Journal
Publication Date: 2017-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1541-5015
EISSN: N/A
Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students
Dole, Sharon; Bloom, Lisa; Doss, Kristy K.
Interdisciplinary Journal of Problem-based Learning, v11 n2 Article 9 Sep 2017
This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1-9. Student-related themes that resulted from the data analysis are grouped under the main categories of learning attitudes, learning behaviors, and learning preferences.
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: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A