東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Implementing Meaningful Problem-Base...

Pough, Celestine Banks.

Linked to FindBook

Google Book

Amazon

博客來

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom./
Author:	Pough, Celestine Banks.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	185 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30310016
ISBN:	9798379943073

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom.
Pough, Celestine Banks.

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 185 p.

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2023.

The purpose of this action research study was to explore the impact of problem-based learning on science instruction in my eighth-grade college preparatory classroom. Constructivism was the framework for this study. Problem-based learning is based on constructivist principles, and it served as the instructional model for this study. PBL can foster the use of problem-solving skills, critical thinking skills, and communication skills, which are needed in the 21st century. This research study was centered around three research questions. The first question asked about the impact PBL has on students' science achievement. The second question asked how does PBL impact students' engagement towards science and learning. The third question asked how does PBL impact students' problem-solving skills.This research study utilized a mixed-methods design. Quantitative and qualitative data showed that although some students struggled with abstract scientific concepts, PBL increased students' academic achievement in science. Data also showed that while students may need frequent redirection, the activities utilized while implementing PBL engaged most students. I also found that although students may need additional support, PBL improved students' problem-solving skills. An action plan was created to implement PBL school-wide. Implications for classroom practice and future research were also discussed.

ISBN: 9798379943073Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Constructivism

Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom.
LDR:02527nmm a2200373 4500 001 2399159
005 20240909100738.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379943073
035 $a (MiAaPQ)AAI30310016
035 $a AAI30310016
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pough, Celestine Banks. $3 3769125
245 1 0 $a Implementing Meaningful Problem-Based Learning in a Middle School Science Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 185 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Tamim, Suha.
502 $a Thesis (Ed.D.)--University of South Carolina, 2023.
520 $a The purpose of this action research study was to explore the impact of problem-based learning on science instruction in my eighth-grade college preparatory classroom. Constructivism was the framework for this study. Problem-based learning is based on constructivist principles, and it served as the instructional model for this study. PBL can foster the use of problem-solving skills, critical thinking skills, and communication skills, which are needed in the 21st century. This research study was centered around three research questions. The first question asked about the impact PBL has on students' science achievement. The second question asked how does PBL impact students' engagement towards science and learning. The third question asked how does PBL impact students' problem-solving skills.This research study utilized a mixed-methods design. Quantitative and qualitative data showed that although some students struggled with abstract scientific concepts, PBL increased students' academic achievement in science. Data also showed that while students may need frequent redirection, the activities utilized while implementing PBL engaged most students. I also found that although students may need additional support, PBL improved students' problem-solving skills. An action plan was created to implement PBL school-wide. Implications for classroom practice and future research were also discussed.
590 $a School code: 0202.
650 4 $a Science education. $3 521340
650 4 $a Middle school education. $3 969762
650 4 $a Curriculum development. $3 684418
653 $a Constructivism
653 $a Middle school
653 $a Problem-based learning
653 $a Science
690 $a 0714
690 $a 0450
690 $a 0727
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 85-01A.
790 $a 0202
791 $a Ed.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30310016