Name
Title | ||
|---|---|---|
Support of expert and novice teachers within a technology enhanced problem-based learning unit: a case study |
Abstract | ||
|---|---|---|
Problem-based learning requires teachers to assume non-traditional roles focused on guiding students in the active exploration of a complex learning environment. Scaffolds may represent one means for supporting teachers in this unfamiliar role. This case study examined the role of scaffolds as supports for two sixth-grade teachers unfamiliar with PBL methods one a novice and the other an expert, as they implemented "Up, Up & Away!", a hypermedia, problem-based learning unit. Results of this study suggest the novice teacher was largely unsuccessful at recognising the value of the scaffolds embedded in the "Up, Up & Away!" teacher's guide. His students displayed both poor achievement and attitudes towards their experiences with the unit. In contrast, the expert teacher recognised the need to support her instruction in the unfamiliar environment problem-based learning represented. Her students achieved a high degree of success and reported positive attitudes towards the unit. |
Year | DOI | Venue |
|---|---|---|
2004 | 10.1504/IJLT.2004.004877 | IJLT |
Keywords | Field | DocType |
problem-based learning unit,problem-based learning,novice teacher,expert teacher,unfamiliar role,unfamiliar environment,non-traditional role,complex learning environment,case study,sixth-grade teacher,scaffolding | Unfamiliar environment,Hypermedia,Psychology,Pedagogy,Learning environment,Problem-based learning | Journal |
Volume | Issue | Citations |
1 | 2 | 1 |
PageRank | References | Authors |
0.36 | 0 | 2 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jonathan Brinkerhoff | 1 | 1 | 0.36 |
| Krista Glazewski | 2 | 1 | 0.70 |