PBL in K–12 Education

Chapter 10 PBL in K–12 Education Michael M. Grant, Michael M. GrantSearch for more papers by this authorSuha R. Tamim, Suha R. TamimSearch for more papers by this author Michael M. Grant, Michael M. GrantSearch for more papers by this authorSuha R. Tamim, Suha R. TamimSearch for more papers by this author Book Editor(s):Mahnaz Moallem, Mahnaz MoallemSearch for more papers by this authorWoei Hung, Woei HungSearch for more papers by this authorNada Dabbagh, Nada DabbaghSearch for more papers by this author First published: 03 April 2019 https://doi.org/10.1002/9781119173243.ch10Citations: 3 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary The purpose of this chapter is to provide an overview of the research conducted with problem-based learning and complementary pedagogies with children. First, brief theoretical foundations of problem-based learning are presented along with similar pedagogical models, including project-based learning, inquiry learning, and anchored instruction. Second, implementing problem-based learning and the similar approaches are discussed. This section addresses the extant research on (a) student outcomes, including self-direction, self-regulation and reflection, collaborations, motivation, creation of learning artifacts, and assessing student learning outcomes; and (b) teacher roles and responsibilities during implementations; transition to facilitator roles and pedagogical beliefs; scaffolding, challenges to classroom assessment, and teachers' uses of problem-based learning. A third section considers the research methods prevalent in K-12 contexts. Finally, a conclusion recommends areas of focus and improvements for problem-based learning research in K-12. Citing Literature The Wiley Handbook of Problem-Based Learning RelatedInformation