Problem-Based and Project-Based Learning: Promoting Differentiated Instruction.
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| Title: | Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. |
|---|---|
| Authors: | Galvan, Maria Elizabeth1, Coronado, Jennifer M.2 |
| Source: | National Teacher Education Journal. Fall2014, Vol. 7 Issue 4, p39-42. 4p. |
| Subject Terms: | *Project method in teaching, *Object-teaching, *Teaching methods, *Problem-based learning, *Active learning |
| Abstract: | Contemporary education strives to make our students not only knowledgeable, but demands that they understand and know the utility of the acquired knowledge. As a result, content acquisition no longer holds value if it is not applicable in the real world. The 21st century has posed several challenges to today's educators. Political leaders have mandated teachers to create an active learning environment enriched with various teaching styles in order to reach out to all students, while still maintaining the instruction at a rigorous standard. This paper proposes a solution to these current educational quandaries, two paradigms applicable to all learning styles; problem and project-based learning. [ABSTRACT FROM AUTHOR] |
| Copyright of National Teacher Education Journal is the property of National Teacher Education Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 110268119 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Galvan%2C+Maria+Elizabeth%22">Galvan, Maria Elizabeth</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Coronado%2C+Jennifer+M%2E%22">Coronado, Jennifer M.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22National+Teacher+Education+Journal%22">National Teacher Education Journal</searchLink>. Fall2014, Vol. 7 Issue 4, p39-42. 4p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Object-teaching%22">Object-teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Contemporary education strives to make our students not only knowledgeable, but demands that they understand and know the utility of the acquired knowledge. As a result, content acquisition no longer holds value if it is not applicable in the real world. The 21st century has posed several challenges to today's educators. Political leaders have mandated teachers to create an active learning environment enriched with various teaching styles in order to reach out to all students, while still maintaining the instruction at a rigorous standard. This paper proposes a solution to these current educational quandaries, two paradigms applicable to all learning styles; problem and project-based learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of National Teacher Education Journal is the property of National Teacher Education Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110268119 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 39 Subjects: – SubjectFull: Project method in teaching Type: general – SubjectFull: Object-teaching Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Active learning Type: general Titles: – TitleFull: Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Galvan, Maria Elizabeth – PersonEntity: Name: NameFull: Coronado, Jennifer M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Fall2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 21570590 Numbering: – Type: volume Value: 7 – Type: issue Value: 4 Titles: – TitleFull: National Teacher Education Journal Type: main |
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