Submitted by Katherine Taylo... on
Submitted by Katherine Taylo... on
Submitted by Katherine Taylo... on
Submitted by Katherine Taylo... on
Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.
In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.
A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.
A poster on Project Instrument Development (I.D.) - Growth of Empowerment in Career Science Teachers.
NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
