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Quality Problem-Based Learning Experiences for Students: Design Deliberations among Teachers from Diverse Disciplines.

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Title: Quality Problem-Based Learning Experiences for Students: Design Deliberations among Teachers from Diverse Disciplines.
Language: English
Authors: Butler, Susan McAleenan
Peer Reviewed: N
Page Count: 44
Publication Date: 2000
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Constructivism (Learning), Curriculum Design, Curriculum Development, Educational Research, Graduate Study, Higher Education, Problem Based Learning, Qualitative Research, Scoring Rubrics, Teacher Education
Abstract: This qualitative study, investigating the claims, concerns, and issues arising within the design stages of problem-based learning (PBL) curriculum units, was conducted during two masters-level classes during the summer of 1999. A hermeneutic dialectic discourse among veteran teachers (who were novice PBL curriculum designers) was facilitated by the instructor of the course. The 17 participating teachers evinced an interest in implementing problem-based learning but indicated a desire for support during construction of the actual units. The study was undertaken to uncover impediments to quality in the PBL curriculum design process. Findings from the study data include the "quality" criteria incorporated into the rubrics for evaluating each design product (the meet the problem document, a curriculum alignment description, a sample know/need to know board, a sample problem statement, an anticipated problem map, a list of coaching questions, a resource list, a comparison of alternative solutions, a capstone performance description, an assessment instrument for the capstone performance, and a debriefing instrument) and the final Critiquing Guide designed by the stakeholders. Other conclusions within the study include such teacher perceptions as: confidence that teachers who had no previous training in PBL could create quality curriculum units; several design products had overlapping quality criteria; students in the class gained knowledge of rubric design; and these students were able to articulate reasons for implementing rubric design in their own classrooms. (Contains 11 references. Appended are rubrics and the Critiquing Guide.) (BT)
Entry Date: 2000
Accession Number: ED442738
Database: ERIC
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED442738
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  Data: Quality Problem-Based Learning Experiences for Students: Design Deliberations among Teachers from Diverse Disciplines.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Susan+McAleenan%22">Butler, Susan McAleenan</searchLink>
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 44
– Name: DatePubCY
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  Group: Date
  Data: 2000
– Name: TypeDocument
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  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This qualitative study, investigating the claims, concerns, and issues arising within the design stages of problem-based learning (PBL) curriculum units, was conducted during two masters-level classes during the summer of 1999. A hermeneutic dialectic discourse among veteran teachers (who were novice PBL curriculum designers) was facilitated by the instructor of the course. The 17 participating teachers evinced an interest in implementing problem-based learning but indicated a desire for support during construction of the actual units. The study was undertaken to uncover impediments to quality in the PBL curriculum design process. Findings from the study data include the "quality" criteria incorporated into the rubrics for evaluating each design product (the meet the problem document, a curriculum alignment description, a sample know/need to know board, a sample problem statement, an anticipated problem map, a list of coaching questions, a resource list, a comparison of alternative solutions, a capstone performance description, an assessment instrument for the capstone performance, and a debriefing instrument) and the final Critiquing Guide designed by the stakeholders. Other conclusions within the study include such teacher perceptions as: confidence that teachers who had no previous training in PBL could create quality curriculum units; several design products had overlapping quality criteria; students in the class gained knowledge of rubric design; and these students were able to articulate reasons for implementing rubric design in their own classrooms. (Contains 11 references. Appended are rubrics and the Critiquing Guide.) (BT)
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  Data: 2000
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 44
    Subjects:
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Graduate Study
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Problem Based Learning
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Scoring Rubrics
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      – SubjectFull: Teacher Education
        Type: general
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      – TitleFull: Quality Problem-Based Learning Experiences for Students: Design Deliberations among Teachers from Diverse Disciplines.
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            NameFull: Butler, Susan McAleenan
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            – D: 01
              M: 04
              Type: published
              Y: 2000
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