A case study of problem-based learning in a middle school science classroom: lessons learned

摘要: Research on teacher thinking within a constructivist framework emphasizes the relationship between beliefs about teaching and learning effective classroom practices. A project sponsored by EduTech Institute at Georgia Tech provides training support to middle-school teachers using problem-based (PBL) in their science math classes, seeking also enhance role of technology learning. This report an ethnographic case study one 8th-grade class discusses specific difficulties encountered implementing PBL identifies coping strategies improvised students adapting unfamiliar roles expectations approach. Classroom observation interviews with reveal importance not only appropriate techniques but providing ongoing as they develop context-sensitive modules acquire deeper understanding acceptance philosophy underlying new Reflection infuses processes, encouraging all participants re-view both content knowledge