How K-12 Teachers Adapt Problem-Based Learning Over Time

Abstract

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

Understanding Middle School Students’ Self-Efficacy and Performance in a Technology-Enriched Problem-Based Learning Program: A Learning Analytics Approach

“…But some teachers are unsure about monitoring students' progress in learning: they find it difficult to identify relevant issues and problems (Ng et al, 2014), and they need assistance (Chen et al, 2021). For example, students in Tawfik et al (2021) stated that they initially received too much guidance or unnecessary support in the middle of problem-solving, which redirected them away from their own directions. This difficult balance highlights a challenge to teachers' provision of appropriate scaffolding at the right times (Chen et al, 2016).…”

Education and New Developments 2023 – Volume 1

“…The problem-based approach to teaching aims to enable students to understand and evaluate the content taught. As reported by Tawfik et al (2021) given the dynamic nature of domain practice, educators are looking for ways to better develop problem solving, and one of the most common strategies is problem-based learning, which provides learners with the opportunity to solve the different types of problems.…”

The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review

“…One pedagogical approach to enhancing problem-solving skills is problem-based learning (PBL) [10]. PBL is a pedagogical approach that revolves around open-ended…”