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ERIC Number: EJ849707
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1090-185X
Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms
Drake, Kay N.; Long, Deborah
Journal of Elementary Science Education, v21 n1 p1-16 Win 2009
Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching approaches, including problem-based learning (PBL). In PBL, students simultaneously develop problem-solving strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Research into the efficacy of PBL in elementary school settings is in the seminal stage and reveals mixed results. In this pilot study, 4th graders receiving PBL in science were compared with a corresponding group receiving the same instruction in thematic format. Using a quasi-experimental design, the researchers investigated students' knowledge of content, stereotypical images of scientists, time-on-task, and transfer of problem-solving skills. (Contains 7 tables.)
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A