Teachers' Assessment-Related Local Adaptations of a Problem-Based Learning Module

Autor/inn/en	Pedersen, Susan; Arslanyilmaz, Abdurrahman; Williams, Douglas
Titel	Teachers' Assessment-Related Local Adaptations of a Problem-Based Learning Module
Quelle	In: Educational Technology Research and Development, 57 (2009) 2, S.229-249 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-007-9044-7
Schlagwörter	Problem Based Learning; Learning Modules; Science Teachers; Grade 6; Units of Study; Student Evaluation; Educational Assessment; Teaching Methods; Curriculum Implementation; Problems; Electronic Learning; Educational Technology; Computer Assisted Instruction; Computer Software; Instructional Design + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Learning module; Lernmodul; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Lerneinheit; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Problemsituation; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Teachers' implementation of a problem-based learning (PBL) program was examined to determine both how they assessed student learning and their reasons for these assessment practices. Ten 6th grade science teachers used Alien Rescue, a computer-based PBL module, with their students for approximately three weeks. Interviews, observations, and teacher-developed artifacts were analyzed qualitatively. The results suggest that assessment-related issues impacted the way that teachers implemented this PBL program, with teachers using grades as extrinsic motivators, deemphasizing PBL' usual focus on student reflection on their process and solutions, and adding assignments to the PBL program in order to provide greater structure for students' process and help prepare them for standardized tests. Some of these adaptations conflict with practices typically advocated in the literature on PBL. The implications of these results for the design of PBL programs are discussed, with an emphasis on supporting teachers' (a) local adaptations of PBL materials and (b) professional development through educative components embedded in PBL programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10