Abstract

Literature has documented the benefits of problem-based learning (PBL), but also shown significant barriers to using PBL in K–12 education. Yet, the research describing why and how K–12 teachers implement PBL is insufficient. In this qualitative study, using semi-structured interviews, we investigate why 25 middle school teachers chose to implement a technology-enriched PBL program, challenges they encountered, and facilitation strategies they used to address those challenges. The findings of this study showed that teachers were motivated not only by PBL's alignment with their beliefs, but by their students' positive learning outcomes. The interviews revealed two significant pedagogical challenges for teachers: (a) knowing when to let go of control as opposed to when to step in to facilitate, and (b) determining how to provide additional support to students with special needs. Nine types of facilitation strategies to deal with these challenges were identified.

摘要

文献记录了基于问题的学习 (PBL) 的好处，但也显示了在 K-12 教育中使用 PBL 的重大障碍。然而，描述 K-12 教师实施 PBL 的原因和方式的研究是不够的。在这项定性研究中，我们使用半结构化访谈调查了为什么 25 名中学教师选择实施技术丰富的 PBL 计划、他们遇到的挑战以及他们用来应对这些挑战的促进策略。这项研究的结果表明，教师不仅受到 PBL 与其信念一致的激励，而且受到学生积极学习成果的激励。访谈揭示了教师面临的两个重大教学挑战：(a) 知道何时放开控制，而不是何时介入促进，(b) 决定如何为有特殊需要的学生提供额外的支持。确定了九种类型的促进战略来应对这些挑战。