2008
DOI: 10.7771/1541-5015.1081
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Measuring Teachers’ Learning from a Problem-Based Learning Approach to Professional Development in Science Education

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Cited by 12 publications
(11 citation statements)
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References 38 publications
(44 reference statements)
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“…However, such observed positive impacts on teacher learning are in contrast to observations when PBL was reported to be used as a single instructional strategy for both content delivery and modeling (Weizman et al, 2008). The use of PBL by Weizman et al (2008) was intentional, as the focus of the PD was specifically on use of PBL, with the expectation that teachers would develop and implement their own PBL units. However, teachers as a whole in their study did not make significant gains in their content knowledge (as measured by concept maps) (Weizman et al, 2008).…”
Section: Implications For Practice 1: "Mixed Approaches" For Science Instruction In Teacher Pd Appears To Be Effectivementioning
confidence: 85%
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“…However, such observed positive impacts on teacher learning are in contrast to observations when PBL was reported to be used as a single instructional strategy for both content delivery and modeling (Weizman et al, 2008). The use of PBL by Weizman et al (2008) was intentional, as the focus of the PD was specifically on use of PBL, with the expectation that teachers would develop and implement their own PBL units. However, teachers as a whole in their study did not make significant gains in their content knowledge (as measured by concept maps) (Weizman et al, 2008).…”
Section: Implications For Practice 1: "Mixed Approaches" For Science Instruction In Teacher Pd Appears To Be Effectivementioning
confidence: 85%
“…There are many reports of teacher PD involving a variety of active learning strategies used both as instructional strategies (to increase content knowledge) and as modeling strategies (for future classroom implementation) (e.g., Ertmer et al, 2014, MacNabb et al, 2006. Other teacher PD relies on a single instructional strategy (e.g., PBL) for both increasing content knowledge and modeling a classroom approach (e.g., Weizman et al, 2008). In one study of elementary teachers in a three-year program with 50 teachers, CBL was an important component of the professional development in which the teachers both gained knowledge in science as well as facility with writing case studies for classroom implementation (Dori & Herscovitz, 2005).…”
Section: Case-based Approaches and Active Learningmentioning
confidence: 99%
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“…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).…”
Section: Looking Backmentioning
confidence: 99%