Examining How Middle School Science Teachers Implement a Multimedia-enriched Problem-based Learning Environment

Abstract

This study examined how a group of ten middle school teachers implemented a technology enriched problem-based learning (PBL) environment. The goal was to understand their motivation, document their implementation techniques, and identify factors that teachers considered important in using technology-based PBL tools in their teaching.The analysis identified four factors that provided the impetus for teachers to consider the adoption of technology-based PBL instruction. These factors are (1) the PBL program addresses the teachers' curricular needs and implementing it has campus administrative and technical support, (2) the method is aligned with teachers' pedagogical beliefs, (3) the PBL program offers a new way of teaching and promotes the development of higher-order thinking skills, and (4) the PBL program challenges students in a captivating manner and supports the learning needs of all students. Teachers' implementation techniques with over 1,000 sixth graders were documented in detail with regard to: 1) the teacher's roles, 2) the student's role, and 3) the classroom interactions during the implementation of the PBL program. In addition, a detailed description of contrasting narratives of two pairs of teachers is provided, illustrating the range of implementation techniques that can occur using the same PBL program to allow for individualized instruction to meet different students' needs. The goal of providing detailed implementation practices is to address the lack of "how to" in PBL implementation in K-12 classrooms as indicated in the literature and offer insights and ideas to those interested in adopting and implementing PBL. Findings are discussed within the theoretical framework and implications are provided.

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

“…In addition, a set of 10 multimedia-enriched cognitive tools (Kim & Reeves, 2007;Lajoie, 2000) are provided to scaffold student problemsolving processes. Research has shown scaffolds are needed to support students and teachers in implementing an open environment such as PBL (Ertmer & Simons, 2006;Kim & Hannafin, 2011;Liu et al, 2012).…”

Editors' Introduction

“…The review showed, roughly, that out of these 36, five used K-12 student data as the major data source (i.e., Belland, Ertmer, & Simons, 2006;Brush, & Saye, 2008;Grant, 2011;Lehman, George, Buchanan, & Rush, 2006;Mergendoller, Maxwell, & Bellisimo, 2006), and four regarded technology as one of the core aspects of their observation (Belland et al, 2006;Brush, & Saye, 2008;Grant, 2011;Lehman et al, 2006). There were also 12 articles that used inservice or preservice teachers as the major data source (i.e., Asghar, Ellington, Rice, Johnson, & Prime, 2012;Goodnough, & Hung, 2008;Hakkarainen, 2011;Hjalmarson, & Diefes-Dux, 2008;Hmelo-Silver, Derry, Bitterman, & Hatrak, 2008;Liu, Wivagg, Geurtz, Lee, & Chang, 2012;Pecore, 2013;Tamim, & Grant, 2013;Walker et al, 2011;Weizman et al, 2008;Zhang, Lundeberg, McConnell, Koehler, & Eberhardt, 2010), and only four of these discussed technology explicitly Hakkarainen, 2011;Liu et al, 2012;Walker et al, 2011).…”

Creating a Multimedia Enhanced Problem-Based Learning Environment for Middle School Science: Voices from the Developers

“…Numerous research studies have been conducted on the eff ects of AR on middle school students' learning and motivation (e.g., Liu, Horton, Kang, Kimmons, & Lee, 2013;Liu, Horton, Olmanson, & Toprac, 2011), teachers' classroom implementation of the learning environment (e.g., Liu, Wivagg, Geurtz, Lee, & Chang, 2012), and the design and use of cognitive tools to support problem-solving (e.g., Liu, Yuen, Horton, Lee, Toprac, & Bogard, 2013). Th e focus of this paper, however, is to describe the approach we have developed to position AR as a sustained and continuous technology development and research project and to present our experiences as designers and developers of a PBL environment.…”