FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS' ORIENTATIONS IN THE ERA OF REFORM.
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| Title: | FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS' ORIENTATIONS IN THE ERA OF REFORM. |
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| Authors: | Rogers, Meredith A.1 mparkrog@indiana.edu, Cross, Dionne I.1, Gresalfi, Melissa Sommerfeld1, Trauth-Nare, Amy E.1, Buck, Gayle A.1 |
| Source: | International Journal of Science & Mathematics Education. Aug2011, Vol. 9 Issue 4, p893-917. 25p. |
| Subject Terms: | *Science education research, *Mathematics education, *Project method in teaching, *Teacher orientation, *Data analysis |
| Geographic Terms: | United States |
| Abstract: | The purpose of this study was to examine the extent to which three teachers' professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers' perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers' orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 61977847 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS' ORIENTATIONS IN THE ERA OF REFORM. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rogers%2C+Meredith+A%2E%22">Rogers, Meredith A.</searchLink><relatesTo>1</relatesTo><i> mparkrog@indiana.edu</i><br /><searchLink fieldCode="AR" term="%22Cross%2C+Dionne+I%2E%22">Cross, Dionne I.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gresalfi%2C+Melissa+Sommerfeld%22">Gresalfi, Melissa Sommerfeld</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Trauth-Nare%2C+Amy+E%2E%22">Trauth-Nare, Amy E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Buck%2C+Gayle+A%2E%22">Buck, Gayle A.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Aug2011, Vol. 9 Issue 4, p893-917. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education+research%22">Science education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+orientation%22">Teacher orientation</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine the extent to which three teachers' professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers' perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers' orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=61977847 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-010-9248-x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 893 Subjects: – SubjectFull: Science education research Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Teacher orientation Type: general – SubjectFull: Data analysis Type: general – SubjectFull: United States Type: general Titles: – TitleFull: FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS' ORIENTATIONS IN THE ERA OF REFORM. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rogers, Meredith A. – PersonEntity: Name: NameFull: Cross, Dionne I. – PersonEntity: Name: NameFull: Gresalfi, Melissa Sommerfeld – PersonEntity: Name: NameFull: Trauth-Nare, Amy E. – PersonEntity: Name: NameFull: Buck, Gayle A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 9 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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