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A case study of secondary teachers facilitating a historical problem-based learning instructional unit.

机译：以中学教师为案例的案例研究，该教师促进了一个基于历史问题的学习教学单元。

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摘要

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum.The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations.Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers addressed a few NOS tenets, emphasizing the full range of possible NOS objectives included in historical PBL is warranted. This study also revealed the importance of creating a collaborative classroom culture and building positive student-teacher relationships when implementing PBL instruction. The four teachers agreed that the historical PBL instructional unit provided a context for learning state standards, and they positively viewed their experiences teaching the lesson. Thus findings from this study suggest that teaching science in a historical context using PBL can be effective.
机译：当前的课程趋势促进以探究为中心的以学生为中心的策略，以此作为培养批判性思维和学习的方式。基于问题的学习（PBL）是一种侧重于问题或“问题”的探究，是一种基于科学改革而努力提高科学素养的教学方法。 PBL是一种学习现实生活问题的建构主义方法，其中理解是内容，上下文，经验和学习者目标的函数。虽然有很多研究都对历史PBL的益处进行了总体研究，但仍需要对教师如何在中学科学课程中实施PBL进行更多的研究。本研究的目的是研究四位科学老师在课堂上实施PBL的课堂学习环境。 PBL的历史教学单位可以确定教师的理解，成功和障碍。通过在执行历史性PBL时通过实施建构主义哲学来确定教师可能取得的成就和障碍，教育者和课程设计者可以改善学习环境与建构主义原则的契合度。定性解释性案例研究指导了本研究。这项研究的四名参与者是有目的且方便地从生物学老师中选拔的，这些生物学老师至少有三年的教学经验，教育程度，国家许可和PBL研讨会的完成。数据收集包括前后问卷调查，结构化访谈，卡片分类活动（参与者将教学成果分类）和参与者观察结果。结果表明，这四名教师吸收了以改革为基础的建构主义实践以适应他们既有的常规，并强调了教师的重要性。将教师当前的系统纳入基于改革的教师教学中。参加活动的教师讲了一些NOS原则时，有必要强调历史PBL中包含的所有可能的NOS目标。这项研究还揭示了在实施PBL教学时建立协作性课堂文化和建立积极的师生关系的重要性。四名教师一致认为，历史悠久的PBL教学单元为学习州标准提供了一个背景，他们积极地看了他们在本课上的经验。因此，这项研究的结果表明，使用PBL在历史背景下进行科学教学是有效的。

著录项

  • 作者

    Pecore, John L.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Education Instructional Design.Education Sciences.Education Secondary.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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