Preparing Pre-Service Science Teachers: Can Problem-Based Learning Help?.
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This self-study was designed to explore problem based learning (PBL) as an instructional approach in the context of a large preservice science education course. It addressed how the teacher educator would structure PBL to foster student engagement in learning, how she would enhance her own pedagogical content knowledge through the self-study, and how student feedback about PBL could be used to inform her own practice. Data came from field notes during and after class, student-generated documents, students' workshops and group products, student journals, student interviews, and student surveys. Overall, PBL was new to the students. Nearly all participating students liked the PBL experience. Those who disliked it did not like group work or were confused by the open-ended nature of the problem. Those who were ambivalent felt PBL was too time-consuming and believed the content could have been learned equally well individually. The main challenges the teacher faced were facilitation and problem design. She found that she designed PBL problems that were to large and felt it would have been better to start small. She considered student feedback essential to informing her practice. (Contains 32 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. AERA 2003 Chicago, April 21-25 Self-Study Special Interest Group Preparing pre-service science teachers: Can problem-based learning help? PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Karen Goodnough, Ph.D. University of New Brunswick Faculty of Education P.O. Box 4400, Fredericton New Brunswick, Canada E3B 5A3 E-mail: kcg@unb.ca U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE Preparing pre-service science teachers: Can problem-based learning help? Karen Goodnough Self-Study SIG
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle