PBL Article One – From ProQuest Nov.

12, 2010

Project-Based Learning for the 21st Century: Skills for the Future

Stephanie Bell. The Clearing House. Washington: 2010. Vol. 83, Iss. 2; pg. 39, 5 pgs

Abstract (Summary)
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies
critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as
work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable
technology skills, to becoming proficient communicators and advanced problem solvers, students benefit
from this approach to instruction.
Bell, S.. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing
House, 83(2), 39-43.  Retrieved November 12, 2010, from Research Library. (Document
ID: 2076345121).

PBL Article 2 – From ProQuest Nov. 12, 2010

A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING

This review examines research related to a teaching and learning model popularly
referred to as "Project-Based Learning" (PBL). All of the research on Project-Based
Learning has taken place in the past ten years and most of it in just the last few years.
Since there is not a large body of PBL research, the review is inclusive rather than
selective.
The review covers eight topics: • A definition of Project-Based Learning, •
Underpinnings of PBL research and practice, • Evaluative research: research on the
effectiveness of PBL, • The role of student characteristics in PBL, • Implementation
research: challenges associated with enacting PBL, • Intervention research: research on
improving the effectiveness of PBL, • Conclusions, and • Future directions for PBL
research.
Thomas, J. W. 2000. A review of research on PBL.
http://www.bobpearlman.org/BestPractices/PBL_Research.pdf (accessed November 12, 2010).
http://wf2dnvr14.webfeat.org:80/YHwGP14742/url= http://www.bobpearlman.org/BestPractices/PBL_R
esearch.pdf

PBL Article 3 – From ProQuest Nov. 12, 2010

AbstractThe 2004 Turkish primary school curriculum based on the principles of

constructivist theory is intended to bring different educational viewpoints into
teachinglearning process. As a consequence of the integration of constructivist
theory into Turkish primary school curriculum, one of the many student-centered
approaches, project-based learning approach is planned to be implemented in
the teachinglearning process according to the 2004 program. Project-based
learning is an approach constructed on the tangible outcome that students
produce either on their own or in small groups. This study investigated the effects
of project-based learning upon learning outcomes in social studies courses
among fifth grade by using quantitative and qualitative methods. In the
quantitative phase, a pre-and-post test control group design was used and the
effects of project-based learning on the learners' success were observed. In the
qualitative phase, a semi-structured interview was used to learn the opinions of
learners and teachers involved in the study. The results showed that there was a
significant correlation between the academic successes of experimental and
control groups. In addition, participants and teachers indicated that project-based
learning increased the success by providing students with various skills and
making learning more enjoyable, entertaining, and meaningful. However, few
problems were also reported such as arguments between group members and
difficulties in carrying out the project.
Mehmet Gültekin.  (2005). The Effect of Project Based Learning on Learning Outcomes in the 5th
Grade Social Studies Course in Primary Education. Kuram ve Uygulamada Egitim
Bilimleri, 5(2), 548.  Retrieved November 12, 2010, from ProQuest Psychology Journals.
(Document ID: 974841631).

PBL Article 4 From ProQuest Nov. 12, 2010

Abstract (Summary)
This study compared the effectiveness of problem-based learning (PBL) versus lecture-based instruction
(LBI) in high school foods and nutrition classes.Two classes were randomly assigned to the PBL group,
while the remaining two were assigned to the LBI group. A pretest was administered. During the semester,
LBI students received course content primarily through lectures. PBL students received situations or
problems and utilized various resources to problem-solve. A posttest was administered.The t test for
independent samples showed no significant difference in mean gains (p = .203) on test scores between PBL
students and LBI students. [PUBLICATION ABSTRACT]
Janet D Ward, & Cheryl L Lee. (2004). Teaching Strategies for FCS: Student Achievement in
Problem-Based Learning Versus Lecture-Based Instruction. Journal of Family and Consumer
Sciences, 96(1), 73-76.  Retrieved November 12, 2010, from Research Library. (Document
ID: 534987821).

PBL Article 5 From ProQuest Nov. 12, 2010

Abstract. Reflective-thinking skills are important in problem-based learning environ- ments as they help learners become
deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods,
scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or
developmental stage. The results of this study indicate that middle-school students perceive the learning environment factor as
more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important.
While the elements clustered into two factors, most college students disagreed with their helpfulness in prompting reflective
thinking, a finding opposite to that obtained for middle-school students. Different patterns were also found between learners’
perceptions of the most helpful elements within each factor. Based on these results, suggestions are given for designing
developmentally and age-appropriate PBL learning environments that support reflective thinking.

Song, H., Grabowski, B., Koszalka, T., & Harkness, W.. (2006). Patterns of Instructional-design

Factors Prompting Reflective Thinking in Middle-school and College Level Problem-based
Learning Environments. Instructional Science, 34(1), 63-87.  Retrieved November 12, 2010, from
Research Library. (Document ID: 2104098871).
PBL Article 6 From ProQuest Nov. 12, 2010

Abstract (Summary)
This study examined students' transfer of strategies modeled during a problem-based learning (PBL) unit to
a novel problem situation. A hypermedia-based tool offered video segments of an expert as he engaged in
the same tasks as students during PBL. Three conditions were compared. In the modeling condition, the
expert "thought aloud" as he engaged in the same tasks as students. In the didactic condition, the expert
gave tips and examples of how to work effectively. In the help condition, the expert explained tool
functionality but did not provide support for problem solving. The results suggest that the modeling
condition provided the most effective support, and that modeling an experts cognitive processes during
PBL leads to improved performance on a transfer task.
Susan Pedersen, & Min Liu. (2003). THe transfer of problem-solving skills from a problem-based
learning environment: The effect of modeling an expert's cognitive processes. Journal of
Research on Technology in Education, 35(2), 303-320.  Retrieved November 12, 2010, from
Research Library. (Document ID: 284036791).

PBL Article 7 From ProQuest Nov. 12, 2010

Abstract (Summary)
Greenville combines the essential parts of an academic core with excellent career-technical studies, which
gives students opportunities to use math, reading, writing, science, and technology knowledge with skills
learned in their real-world projects. [...] in auto math class, measuring bore and stroke of an engine
parallels finding the volume of a cylinder in a geometry class, and the study of Pascal's law brings to life
proportioning reasoning students learn in Algebra I. In science class, experiments associated with the
project are also conducted, with findings recorded.
Anderson, J.. (2010, November). Interdisciplinary Project-Based Learning Leads to
Success. Tech Directions, 70(4), 20-21.  Retrieved November 12, 2010, from Research Library.
(Document ID: 2184111271).

PBL Article 8 From ProQuest Nov. 12, 2010

Abstract (Summary)
A high school science and engineering teacher who develops project-based-learning courses to inspire his
students has been named one of this year's 23 MacArthur Fellows.
Erik W Robelen.  (2010, October). High School Science Teacher Wins 'Genius Grant' :Amir Abo-
Shaeer Helps Students Learn By Engaging Them in Hands-On Projects. Education
Week, 30(6), 4.  Retrieved November 12, 2010, from Research Library. (Document
ID: 2165410421).

PBL Article 9 From ProQuest Nov.12, 2010

Abstract (Summary)
To investigate potential pedagogical models for our form of PBL a team researched Australia's New Basics
and Rich Tasks, Alan Novembers ideas, Microsoft Schools and Belle Wallaces TASC wheel.2 Homewood
became part of the national pilot of Key Stage 3 in two years and an integrated curriculum was devised
including English, maths, geography, history, ethical and religious studies and ICT. [...] they are only a
short way in to Year 8 and it was felt their understanding would improve if we moved it to later in the year.
[...] we have moved this to the 'Conflict' theme during the Spring Term.
Munro, L.. (2010). What about history? Lessons from seven years with project-based
learning. Teaching History,(138), 48-51.  Retrieved November 12, 2010, from Research Library.
(Document ID: 2080733811).
The remaining articles are from our class discussions

PBL Article 10 Class discussion

Abstract
Seeking improved student performance in elementary schools has led educators to advocate inquiry-based teaching
approaches, including problem-based learning (PBL). In PBL, students simultaneously develop problem-solving
strategies, disciplinary knowledge bases, collaborative skills, and dispositions. Research into the efficacy of PBL in
elementary school settings is in the seminal stage and reveals mixed results. In this pilot study, 4th graders receiving
PBL in science were compared with a corresponding group receiving the same instruction in thematic format. Using a
quasi-experimental design, the researchers investigated students’ knowledge of content, stereotypical images of
scientists, time-on-task, and transfer of problem-solving skills.

Drake, K., & Long, D. (2009). Rebecca's in the Dark: A Comparative Study of Problem-Based
Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms. Journal of
Elementary Science Education, 21(1), 1-16. Retrieved from ERIC database.

PBL Article 11 Class Discussion

How to Use Problem-Based Learning in the Classroom / Problems as Possibilitie...

Jonathan Plucker; Jeffrey Nowak Roeper Review; Sep 1999; 22, 1; ProQuest Education Journals pg. 69

Jonathan Plucker, & Jeffrey Nowak. (1999). How to Use Problem-Based Learning in the
Classroom / Problems as Possibilities: Problem-based learning for K-12 education. Roeper
Review, 22(1), 69. Retrieved September 16, 2010, from Research Library. (Document ID:
45457997).

PBL Article 12 Class Discussion

Abstract
Although computers are now commonplace within our lives, integration within schools is much less ordinary. While
access and training are no longer considered significant barriers, attention has turned to the potential influence of
teachers’ beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing
beliefs. This study investigated the impact of PBL on preservice teachers’ beliefs regarding technology use and on their
intended teaching practices. Participants included 48 preservice teachers enrolled in a one-credit educational
technology course. Results showed that beliefs regarding technology use did not change significantly. However,
participants significantly shifted their intended teach- ing practices from teacher-directed to student-centered learning.
Implications for practice are discussed. (Keywords: teachers’ beliefs, problem-based learning, technology integration.)

Park, Sung Hee (2007). Impact of Problem Based Learning (PBL) on Teachers' Beliefs Regarding
Technology Use. Journal of Research on Technology in Education, 40 (2), 247-267. Retrieved
September 13, 2010 from ERIC.

Second Round of Research

Article 13

American 15-year-olds lag behind their peers in 31 countries in math proficiency, and in science, the
nation's eighth-graders' test scores trail those of eight countries, a 2009 U.S. Department of Education
report concluded.
CENTER FOR MATHEMATICS, SCIENCE EDUCATION AIMS TO RAISE BAR IN MATH,
SCIENCE ACHIEVEMENT. (2010, March 10). US Fed News Service, Including US State
News,***[insert pages]***.  Retrieved November 16, 2010, from Research Library. (Document
ID: 1979227221).

Article 14

"Our country is facing an educational crisis," said Joseph Travis, the dean of Florida State's College of
Arts & Sciences and leader of the team that received the Noyce grant. "We're simply not doing a good
enough job of providing young people - particularly students from low-income communities - with the
skills they need to be successful in life and to keep our country economically competitive.
"Producing new teachers with strong backgrounds in science and mathematics is important in addressing
this," Travis said, "but it is also critical that they also have strong skills teaching those subjects to students
in ways that they can use - in the workplace and in their lives. The NSF funding will help us to develop
those skills."

WITH NATIONAL SCIENCE FOUNDATION GRANT, MATH, SCIENCE TEACHERS TRAIN TO

BRIDGE 'ACHIEVEMENT GAP'. (2009, September 25). US Fed News Service, Including US
State News,***[insert pages]***.  Retrieved November 16, 2010, from Research Library.
(Document ID: 1866223731).