NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ858823
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1940-4476
Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group
Belland, Brian R.; Glazewski, Krista D.; Ertmer, Peggy A.
RMLE Online: Research in Middle Level Education, v32 n9 p1-19 2009
The literature on the use of problem-based learning in K-12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role--group manager, task guidance provider, and task performer--and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units. (Contains 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A