First Year Implementation of a Project-Based Learning Approach: The Need for Addressing Teachers’ Orientations in the Era of Reform

Rogers, Meredith Park; Cross, Dionne I.; Gresalfi, Melissa; Trauth, Amy; Buck, Gayle A.

doi:10.1007/s10763-010-9248-x

Cited by 63 publications

(64 citation statements)

References 25 publications

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“…2 (Fall 2013) Several studies reported results on how teachers begin to use PjBL after they have been exposed to it through professional development. Most of these studies showed that teachers struggled when trying to implement PjBL in the classroom even after being energized and enthusiastic about it during the training (Ravitz, 2003;Ravitz et al, 2004;Park Rogers et al, 2010;Vratulis et al, 2011). In fact, Levine et al (2010) specifically pointed at the struggle in playing the new role required by teachers in PjBl, the struggle in managing the project environment, in scaffolding, and in assessment.…”

Section: Discussionmentioning

confidence: 99%

“…The authors highlighted the need for teachers to understand how to shift to more student-centered approaches and how to adopt new instructional pedagogies to grade levels and classroom contexts. Exploring how three teachers implemented PjBL for the first year, Park Rogers, Cross, Gresalfi, Trauth-Nare, and Buck (2010) reported that teachers had different views on their roles, different views on the compatibility of PjBL with their views on teaching and learning, and difficulties in helping students "adjust to a new style of learning" (p.905). They asserted that teachers' orientation and past professional experience affect the degree to which they implemented PjBL, and that teachers needed guidance on what instructional strategies to use to support the implementation of PjBL.…”

Section: Adopting New Instructional Strategiesmentioning

confidence: 99%

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Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Tamim¹,

Grant²

2013

Interdisciplinary Journal of Problem-Based Learning

180

127

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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) teachers define PjBL through its perceived advantages on learning, (2) teachers vary in their use of PjBL over the continuum of the learning process, and (3) teachers adopt student-centered approaches in PjBL. Interpretations and implications of the findings are also presented.

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Section: Discussionmentioning

confidence: 99%

Section: Adopting New Instructional Strategiesmentioning

confidence: 99%

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Tamim¹,

Grant²

2013

Interdisciplinary Journal of Problem-Based Learning

180

127

View full text Add to dashboard Cite

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“…In 33 articles (for example, [1,4,5,11,12,19,29,[43][44][45]), the authors provided a definition of PBSTL, 6 either in a clearly identified section (25 articles) or indirectly throughout the text (8 articles). In 15 texts, the authors did not provide a definition for this approach (for example, [6][7][8][9]14,15,18,39]). …”

Section: The Concepts and Features Used To Define Them (Q1)mentioning

confidence: 99%

“…Others emphasise an attribute in their definitions because, for them, PBSTL provides a mean for promoting it: the active engagement of students in learning and knowledge construction (e.g. [20,22,25,35,39,43]). The two quotes below illustrate these definitions; others are provided in Supplementary material 2:…”

Section: Pbstl Is In Keeping With Constructivist and Socioconstructivmentioning

confidence: 99%

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Hasni

Bousadra

Belletête

et al. 2016

Studies in Science Education

101

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Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings.

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“…One of the goals of school mathematics learning is the ability to solve problems (Goodnough & Hung, 2008;MOEC, 2016;Putra, Herman, & Sumarmo, 2017). Therefore, problem solving has become an important focus in school mathematics curriculum started from primary school level to the high school level (Istiandaru, Istihapsari, Wardono, & Mulyono, 2015;Park Rogers, Cross, Gresalfi, Trauth-Nare, & Buck, 2011).…”

Section: Introductionmentioning

confidence: 99%

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

Kusdinar

Sukestiyarno

Isnarto

et al. 2017

Int. J. Emerg. Math. Educ.

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AbstrakStrategi heuristik merupakan salah satu strategi pemecahan masalah matematika untuk mendapatkan hasil efektif. Penelitian ini bertujuan untuk menggali, mengelompokkan, dan menganalisis strategi heuristik berdasarkan modifikasi model Krulik dan Rudnik, sehingga dapat dijadikan dasar untuk memberikan pendampingan dalam pembelajaran. Penelitian ini merupakan penelitian kualitatif yang melibatkan 32 siswa SMP Muhammadiyah 4 Yogyakarta sebagai subjek penelitian. Variabel penelitian ini adalah indikator-indikator penggunaan heuristik model Krulik dan Rudnik, meliputi: read and think, explore and plan, select a strategy, find and answer, serta reflect and extend. Penelitian ini menggunakan metode kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa: 2 siswa (6,25%) berada pada kategori baik dengan lebih sering melakukan semua strategi heuristik; 21 siswa (65,62%) berada pada kategori cukup dengan melakukan sebagian strategi heuristik; dan 9 siswa (28,13%) berada pada kategori kurang menunjukkan penggunaan strategi heuristik. Pada semua kategori, indikator find and answer lebih sering dilakukan siswa sedangkan indikator explore and plan masih jarang dilakukan.Kata Kunci: pemecahan masalah matematika, strategi heuristik, model Krulik dan Rudnik Abstract Heuristic strategy is one of the mathematics problem solving strategies to gain effective results. This research aimed to analyze the use of the heuristic strategies based on the modification of the Krulik and Rudnik model. This research discovered and classified the students' heuristic strategies which can be used as a basis to provide assistance in the learning. This research was a qualitative research involving 32 students of SMP Muhammadiyah 4 Yogyakarta as its subjects. The research variables are the indicators of the Krulik and Rudnik heuristic models which the students performed including: read and think, explore and plan, select a strategy, find and answer, as well as reflect and extend. The data was taken through questionnaire and interview methods. The result suggested that: 2 students (6.25%) were in the good category as they did all of the heuristic strategies more often; 21 students (65.62%) were in the fair category since they implemented some indicators of the heuristic strategies; and 9 students (28.13%) were in the poor category since they were lack in implementing the heuristic strategies. In all categories, indicator of find and answer was more oftenly done by the students while the indicator of explore and plan was less done.

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First Year Implementation of a Project-Based Learning Approach: The Need for Addressing Teachers’ Orientations in the Era of Reform

Cited by 63 publications

References 25 publications

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Definitions and Uses: Case Study of Teachers Implementing Project-based Learning

Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review

Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving

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