abstracts for research articles

8/8/2019 Abstracts for Research Articles

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PBL Article One ± From ProQuest Nov.12, 2010

Project-Based Learning for the 21st Century: Skills for the Future

Stephanie Bell . The Clearing House. Washington: 2010. Vol. 83, Iss. 2; pg. 39, 5 pgs

Abstract (Summary)Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies

critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as

work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viabletechnology skills, to becoming proficient communicators and advanced problem solvers, students benefit

from this approach to instruction.

Bell, S.. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The ClearingHouse, 83(2), 39-43. Retrieved November 12, 2010, from Research Library. (DocumentID: 2076345121).

PBL Article 2 ± From ProQuest Nov. 12, 2010

A REVIEW OF RESEARCH ON PROJECT-BASED LEARNINGThis review examines research related to a teaching and learning model popularlyreferred to as "Project-Based Learning" (PBL). All of the research on Project-Based

Learning has taken place in the past ten years and most of it in just the last few years.Since there is not a large body of PBL research, the review is inclusive rather than

selective.The review covers eight topics: A definition of Project-Based Learning,

Underpinnings of PBL research and practice, Evaluative research: research on theeffectiveness of PBL, The role of student characteristics in PBL, Implementation

research: challenges associated with enacting PBL, Intervention research: research onimproving the effectiveness of PBL, Conclusions, and Future directions for PBL

research.

Thomas, J. W. 2000. A review of research on PBL.

http://www.bobpearlman.org/BestPractices/PBL_Research.pdf (accessed November 12, 2010).

http://wf2dnvr14.webfeat.org:80/YHwGP14742/url=http://www.bobpearlman.org/BestPractices/PBL_R esearch.pdf

PBL Article 3 ± From ProQuest Nov. 12, 2010

AbstractThe 2004 Turkish primary school curriculum based on the principles of constructivist theory is intended to bring different educational viewpoints into

teachinglearning process. As a consequence of the integration of constructivisttheory into Turkish primary school curriculum, one of the many student-centeredapproaches, project-based learning approach is planned to be implemented inthe teachinglearning process according to the 2004 program. Project-basedlearning is an approach constructed on the tangible outcome that studentsproduce either on their own or in small groups. This study investigated the effectsof project-based learning upon learning outcomes in social studies coursesamong fifth grade by using quantitative and qualitative methods. In the



quantitative phase, a pre-and-post test control group design was used and theeffects of project-based learning on the learners' success were observed. In thequalitative phase, a semi-structured interview was used to learn the opinions of learners and teachers involved in the study. The results showed that there was asignificant correlation between the academic successes of experimental and

control groups. In addition, participants and teachers indicated that project-basedlearning increased the success by providing students with various skills andmaking learning more enjoyable, entertaining, and meaningful. However, fewproblems were also reported such as arguments between group members anddifficulties in carrying out the project.

Mehmet Gültekin. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5thGrade Social Studies Course in Primary Education. Kuram ve Uygulamada EgitimBilimleri, 5(2), 548. Retrieved November 12, 2010, from ProQuest Psychology Journals.(Document ID: 974841631).

PBL Article 4 From ProQuest Nov. 12, 2010

Abstract (Summary)This study compared the effectiveness of problem-based learning ( P BL) versus lecture-based instruction

(LBI) in high school foods and nutrition classes.Two classes were randomly assigned to the P BL group,while the remaining two were assigned to the LBI group. A pretest was administered. During the semester,LBI students received course content primarily through lectures. P BL students received situations or

problems and utilized various resources to problem-solve. A posttest was administered.The t test for independent samples showed no significant difference in mean gains (p = .203) on test scores between P BL

students and LBI students. [PUBLICATION ABSTRACT]

Janet D Ward, & Cheryl L Lee. (2004). Teaching Strategies for FCS: Student Achievement inProblem-Based Learning Versus Lecture-Based Instruction. Journal of Family and Consumer Sciences, 96(1), 73-76. Retrieved November 12, 2010, from Research Library. (Document

ID: 534987821).


Abstract. Reflective-thinking skills are important in problem-based learning environments as they help learners become

deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods,scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or

developmental stage. The results of this study indicate that middle-school students perceive the learning environment factor as

more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important.

While the elements clustered into two factors, most college students disagreed with their helpfulness in prompting reflectivethinking, a finding opposite to that obtained for middle-school students. Different patterns were also found between learners¶

perceptions of the most helpful elements within each factor. Based on these results, suggestions are given for designing

developmentally and age-appropriate PBL learning environments that support reflective thinking.

Song, H., Grabowski, B., Koszalka, T., & Harkness, W.. (2006). Patterns of Instructional-designFactors Prompting Reflective Thinking in Middle-school and College Level Problem-basedLearning Environments. Instructional Science, 34(1), 63-87. Retrieved November 12, 2010, fromResearch Library. (Document ID: 2104098871).




Abstract (Summary)This study examined students' transfer of strategies modeled during a problem-based learning ( P BL) unit to

a novel problem situation. A hypermedia-based tool offered video segments of an expert as he engaged in

the same tasks as students during P BL. Three conditions were compared. In the modeling condition, the

expert "thought aloud" as he engaged in the same tasks as students. In the didactic condition, the expertgave tips and examples of how to work effectively. In the help condition, the expert explained tool

functionality but did not provide support for problem solving. The results suggest that the modeling

condition provided the most effective support, and that modeling an experts cognitive processes during

P BL leads to improved performance on a transfer task.

Susan Pedersen, & Min Liu. (2003). THe transfer of problem-solving skills from a problem-basedlearning environment: The effect of modeling an expert's cognitive processes. Journal of Research on Technology in Education, 35(2), 303-320. Retrieved November 12, 2010, fromResearch Library. (Document ID: 284036791).


Abstract (Summary)Greenville combines the essential parts of an academic core with excellent career-technical studies, whichgives students opportunities to use math, reading, writing, science, and technology knowledge with skills

learned in their real-world projects. [...] in auto math class, measuring bore and stroke of an engine parallels finding the volume of a cylinder in a geometry class, and the study of Pascal's law brings to life

proportioning reasoning students learn in Algebra I. In science class, experiments associated with the

project are also conducted, with findings recorded. Anderson, J.. (2010, November). Interdisciplinary Project-Based Learning Leads toSuccess. Tech Directions, 70(4), 20-21. Retrieved November 12, 2010, from Research Library.(Document ID: 2184111271).


Abstract (Summary)A high school science and engineering teacher who develops project -based -learning courses to inspire his

students has been named one of this year's 23 MacArthur Fellows.Erik W Robelen. (2010, October). High School Science Teacher Wins 'Genius Grant' :Amir Abo-Shaeer Helps Students Learn By Engaging Them in Hands-On Projects. EducationWeek, 30(6), 4. Retrieved November 12, 2010, from Research Library. (DocumentID: 2165410421).

PBL Article 9 From ProQuest Nov.12, 2010

Abstract (Summary)To investigate potential pedagogical models for our form of P BL a team researched Australia's New Basicsand Rich Tasks, Alan Novembers ideas, Microsoft Schools and Belle Wallaces TASC wheel.2 Homewood

became part of the national pilot of Key Stage 3 in two years and an integrated curriculum was devised

including English, maths, geography, history, ethical and religious studies and ICT. [...] they are only a

short way in to Year 8 and it was felt their understanding would improve if we moved it to later in the year.

[...] we have moved this to the 'Conflict' theme during the Spring Term.Munro, L.. (2010). What about history? Lessons from seven years with project-basedlearning. Teaching History,(138), 48-51. Retrieved November 12, 2010, from Research Library.(Document ID: 2080733811).



The remaining articles are from our class discussions

PBL Article 10 Class discussion

Abstract

Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching approaches, including problem-based learning (PBL). In PBL, students simultaneously develop

problem-solving strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Researchinto the efficacy of PBL in elementary school settings is in the seminal stage and reveals mixed results. Inthis pilot study, 4th graders receiving PBL in science were compared with a corresponding group receiving the same instruction in thematic format. Using a quasi-experimental design, the researchers investigated students¶ knowledge of content, stereotypical images of scientists, time-on-task, and transfer of problem-solving skills.

Drake, K., & Long, D. (2009). Rebecca's in the Dark: A Comparative Study of Problem-BasedLearning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms. Journal of Elementary Science Education, 21(1), 1-16. Retrieved from ERIC database.

PBL Article 11 Class Discussion

How to Use Problem-Based Learning in the Classroom / Problems as Possibilitie...Jonathan Plucker; Jeffrey Nowak Roeper Review; Sep 1999; 22, 1; ProQuest Education Journals pg. 69

Jonathan Plucker, & Jeffrey Nowak. (1999). How to Use Problem-Based Learning in theClassroom / Problems as Possibilities: Problem-based learning for K-12 education. Roeper Review, 22(1), 69. Retrieved September 16, 2010, f rom Research Library. (Document ID:45457997).

PBL Article 12 Class Discussion

Abstract

Although computers are now commonplace within our lives, integration within schools is much less ordinary. Whileaccess and training are no longer considered significant barriers, attention has turned to the potential influence of teachers¶ beliefs. In response, problem-based learning ( P BL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of P BL on preservice teachers¶ beliefs regarding technology use and on their intended teaching practices. P articipants included 48 preservice teachers enrolled in a one-credit educational technology course. Results showed that beliefs regarding technology use did not change significantly. However, participants significantly shifted their intended teaching practices from teacher-directed to student-centered learning. Implications for practice are discussed. (Keywords: teachers¶ beliefs, problem-based learning, technology integration.)

Park, Sung Hee (2007). Impact of Problem Based Learning (PBL) on Teachers' BeliefsRegarding Technology Use. Journal of Research on Technology in Education, 40 (2), 247-267.Retrieved September 13, 2010 from ERIC.

Second Round of Research

Article 13

American 15-year-olds lag behind their peers in 31 countries in math proficiency, and in science, thenation's eighth-graders' test scores trail those of eight countries, a 2009 U.S. Department of Education

report concluded.

CENTER FOR MATHEMATICS, SCIENCE EDUCATION AIMS TO RAISE BAR IN MATH,SCIENCE ACHIEVEMENT. (2010, March 10). US Fed News Service, Including US State



News,***[insert pages]***. Retrieved November 16, 2010, from Research Library. (DocumentID: 1979227221).

Article 14

"Our country is facing an educational crisis," said Joseph Travis, the dean of Florida State's College of Arts & Sciences and leader of the team that received the Noyce grant. "We're simply not doing a good

enough job of providing young people - particularly students from low-income communities - with the

skills they need to be successful in life and to keep our country economically competitive.

"Producing new teachers with strong backgrounds in science and mathematics is important in addressing

this," Travis said, "but it is also critical that they also have strong skills teaching those subjects to studentsin ways that they can use - in the workplace and in their lives. The NSF funding will help us to develop

those skills."

WITH NATIONAL SCIENCE FOUNDATION GRANT, MATH, SCIENCE TEACHERS TRAIN TOBRIDGE 'ACHIEVEMENT GAP'. (2009, September 25). US Fed News Service, Including USState News,***[insert pages]***. Retrieved November 16, 2010, from Research Library.(Document ID: 1866223731).

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