Authors:David A. Martin, Romina Jamieson-Proctor Abstract: The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effective-ness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualita-tive semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.28739 Issue No:Vol. 16, No. 1 (2022)
Authors:Cristina Espana, Reet Soosaar Abstract: The implementation of the European Union’s Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.28785 Issue No:Vol. 16, No. 1 (2022)
Authors:Adam Christopher Carreon, Sean Smith Abstract: This article presents a conceptual understanding of how the powerful digital tool of augmented reality (AR) can be used for enhancing inquiry-based learning lessons (IBLLs). With an increased reliance on technology following the COVID-19 pan-demic, reduced teacher preparation time, and a need to provide students with alternative student-centered lessons, we pro-vide a simplified understanding of the often-complex nature of IBLLs using experiential learning theory (ELT). Further, we highlight the immersive qualities within AR, pair AR with the simplified foundation, provide examples within the research, and offer further applications available to current practitioners. PubDate: 2022-08-31 Issue No:Vol. 16, No. 1 (2022)
Authors:Deirdre Phelan, Terry Barrett, Olive Lennon Abstract: This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.31647 Issue No:Vol. 16, No. 1 (2022)
Authors:Andréa Boisadan, Céline Viazzi, Christophe Bourgognon, Bernard Blandin, Stéphanie Buisine Abstract: During the first lockdown due to Covid-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final grades were also collected as objective performance indicators. Results show that intrinsic and identified motivation, flow, self-rated performance and group identification increased throughout the project, which suggests that remote PBL stimulated students’ needs for autonomy and competence without hindering their need for relatedness. Furthermore, the analysis of significant predictors of teams’ and individuals’ performance draw avenues for improving PBL and stimulating intrinsic and identified motivation, for the subject and for the project, at the right time along the program. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.32580 Issue No:Vol. 16, No. 1 (2022)
Authors:Hava E. Vidergor Abstract: The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school stu-dents in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflec-tive diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between think-ing processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.31183 Issue No:Vol. 16, No. 1 (2022)
Authors:Pablo Ramos-Ramos, Ana María Botella Nicolás Abstract: This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of student motivation through the self-determination theory. According to this theory, autonomy, relatedness and competence are three psychological needs that, if fulfilled in the classroom, will lead to greater intrinsic motivation. The results revealed that one of the main characteristics of PjBL, namely, presenting the final product to an external audience, led to a tight schedule. This time-pressure context generated the majority of dilemmas, which affected the development of the three basic psychological needs, especially competence and autonomy. PubDate: 2022-08-31 DOI: 10.14434/ijpbl.v16i1.33056 Issue No:Vol. 16, No. 1 (2022)
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