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Qualitative Descriptive Exploration of Strategies to Overcome Challenges Associated with the Project-Based Learning Instructional Model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Qualitative Descriptive Exploration of Strategies to Overcome Challenges Associated with the Project-Based Learning Instructional Model./
作者:	Hontz, Kathryn Verdier.
面頁冊數:	1 online resource (130 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28966776click for full text (PQDT)
ISBN:	9798209915126

Qualitative Descriptive Exploration of Strategies to Overcome Challenges Associated with the Project-Based Learning Instructional Model.
Hontz, Kathryn Verdier.

Qualitative Descriptive Exploration of Strategies to Overcome Challenges Associated with the Project-Based Learning Instructional Model. - 1 online resource (130 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--Northcentral University, 2022.

Includes bibliographical references

Project-based learning (PjBL) is an instructional model utilized to support inquiry-based investigation through a student-centered, socially collaborative process. The problem is that middle school math and science teachers often experience challenges associated with the implementation of PjBL in the classroom. These challenges may lead to under-utilization of this model, which impacts strategies teachers use and student learning through various educational tools. The purpose of this research explored how teachers described overcoming the challenges associated with the implementation of PjBL. A conceptual framework grounded on the constructivist learning theory and PjBL instructional model provided support for the research associated with the implementation of this model. A qualitative research methodology with a descriptive design created the framework based on data collected via semi-structured individual interviews and a focus group. Two research questions explored challenges associated with PjBL implementation and strategies educators used to overcome the challenges. Twelve educators, with experience using PjBL, were interviewed individually and five of those also joined the focus group. Data collection involved a thematic analysis of patterns noted within the responses, which aligned with the research questions. A total of six themes were identified, three associated with challenges encountered in the PjBL model implementation and three connected to strategies educators employed to overcome challenges. The challenges with the strongest response were associated with student buy-in and time educators needed for the PjBL model. Among the highest responses of the data connected to strategies were recognition of the positive benefits and employment of effective professional development for PjBL. Future research can lead to effective professional development for educators to employ PjBL as an instructional model in the K-12 classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209915126Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Active learningIndex Terms--Genre/Form:

542853
Electronic books.

Qualitative Descriptive Exploration of Strategies to Overcome Challenges Associated with the Project-Based Learning Instructional Model.
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