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Interdisciplinary Journal of Problem-based Learning, v7 n1 p67-90 Spr 2013

Problem-based learning (PBL) is an instructional design approach for promoting student learning, understanding and knowledge development in context rich settings. Previous PBL research has primarily focused on face-to-face learning environments, but current technologies afford PBL designers the opportunities to create online, virtual, PBL environments. The GlobalEd 2 Project is an example of a PBL environment that combines the positive characteristics of both face-to-face and online environments in a 14-week simulation of international negotiations of science advisors on global water resource issues. The GlobalEd 2 PBL environment is described examining the impact it has had on middle school students' interest in future science education experiences, self-efficacy related to writing in science and self-efficacy related to technology use for academic purposes using a pre-test post-test design. Analyses using ANOVAs of gain scores and ANCOVAs of subgroup differences demonstrate a positive impact on the science interest and self-efficacy of 208 middle-grade students from urban and suburban schools.

Descriptors: Problem Based Learning, Instructional Design, Blended Learning, Simulated Environment, Science Instruction, Secondary School Science, Middle School Students, Science Education, Self Efficacy, Writing Instruction, Writing Skills, Technology Uses in Education, Statistical Analysis, Science Interests, Demography, Racial Differences, Gender Differences, Science Careers, Likert Scales

Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress[at]purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/





Autor: Brown, Scott W.; Lawless, Kimberly A.; Boyer, Mark A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1335&id=EJ1058699







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