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)…

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the…

Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators…

In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…