Problem-Based Learning (PBL) in a Grade 11 World History Class: Trials, Tribulations, and Triumphs
Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity invo...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bruce R. Maxwell [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Übergeordnetes Werk: |
In: Journal of Problem-Based Learning - Halla Newcastle Education and Research Center, 2018, 7(2020), 1, Seite 11-20 |
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| Übergeordnetes Werk: |
volume:7 ; year:2020 ; number:1 ; pages:11-20 |
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Link aufrufen |
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| DOI / URN: |
10.24313/jpbl.2020.00248 |
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DOAJ044414145 |
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| 520 | |a Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity involved a small elective class of ten Grade 11 World History students at Selwyn House School (SHS), in the Canadian Province of Quebec. Use of PBL was a five-step process, involving two different classes run concurrently, once with Cohort Group #1 (2017-18) in the spring of 2018, and twice with Cohort Group #2 (2018-19). Results PBL processes evolved through three PBL examples involving twentieth-century historical situations, beginning with World War Two (1939-1945) and concluding with the Cold War (1946-1991). Design features and processes demonstrated enhanced outcomes from student-centered learning. Conclusion The particular methods produced results that were evident in the students' finished products. | ||
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Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity involved a small elective class of ten Grade 11 World History students at Selwyn House School (SHS), in the Canadian Province of Quebec. Use of PBL was a five-step process, involving two different classes run concurrently, once with Cohort Group #1 (2017-18) in the spring of 2018, and twice with Cohort Group #2 (2018-19). Results PBL processes evolved through three PBL examples involving twentieth-century historical situations, beginning with World War Two (1939-1945) and concluding with the Cold War (1946-1991). Design features and processes demonstrated enhanced outcomes from student-centered learning. Conclusion The particular methods produced results that were evident in the students' finished products. |
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Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity involved a small elective class of ten Grade 11 World History students at Selwyn House School (SHS), in the Canadian Province of Quebec. Use of PBL was a five-step process, involving two different classes run concurrently, once with Cohort Group #1 (2017-18) in the spring of 2018, and twice with Cohort Group #2 (2018-19). Results PBL processes evolved through three PBL examples involving twentieth-century historical situations, beginning with World War Two (1939-1945) and concluding with the Cold War (1946-1991). Design features and processes demonstrated enhanced outcomes from student-centered learning. Conclusion The particular methods produced results that were evident in the students' finished products. |
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Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity involved a small elective class of ten Grade 11 World History students at Selwyn House School (SHS), in the Canadian Province of Quebec. Use of PBL was a five-step process, involving two different classes run concurrently, once with Cohort Group #1 (2017-18) in the spring of 2018, and twice with Cohort Group #2 (2018-19). Results PBL processes evolved through three PBL examples involving twentieth-century historical situations, beginning with World War Two (1939-1945) and concluding with the Cold War (1946-1991). Design features and processes demonstrated enhanced outcomes from student-centered learning. Conclusion The particular methods produced results that were evident in the students' finished products. |
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Problem-Based Learning (PBL) in a Grade 11 World History Class: Trials, Tribulations, and Triumphs |
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https://doi.org/10.24313/jpbl.2020.00248 https://doaj.org/article/2f7ca21d3a5644aaa5a977cd944d0d34 http://www.ejpbl.org/upload/pdf/jpbl-2020-00248.pdf https://doaj.org/toc/2288-8675 https://doaj.org/toc/2508-9145 |
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