Abstract
Problem-based learning (PBL), an application of the constructivist student-centered approach to learning is recognised as a viable pedagogy in initial teacher education. Proponents of PBL contended that the benefits of PBL included an early exposure to professional settings, heightened self-generated motivation arising from the obvious application of knowledge acquired and the acquisition of various learning skills, which assisted them in becoming lifelong learners. The twenty-first century is characterised by the accessibility of information, innovation-driven growth and rapid advancement in technologies. This chapter explores how technology can be harnessed to scaffold pre-service teachers’ PBL experience. In addition, from the perspectives of educational leaders, the tensions and implications of incorporating technology in PBL are discussed to obtain a more accurate picture of employing PBL as a pedagogical tool.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
KND is a template with “What you Know”, “What you Need to know” and “What you Do” as column headings.
References
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81.
Barrows, H. S., & Myers, A. C. (1993). Problem-based learning in secondary schools. Springfield: Problem-Based Learning Institute, Lanphier High School and Southern Illinois Medical School.
Boud, D., & Feletti, G. (1996). The challenge of problem-based learning. London: Kogan Page.
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182.
Chrispeels, J. H., & Martin, K. J. (1998). Becoming problem solvers: The case of three future administrators. Journal of School Leadership, 8(3), 303–331.
Chua, B. L. (2013). Problem-based learning processes and technology: impact on pre-service teachers’ teaching efficacies, motivational orientations and learning strategies. Doctor of Philosophy (Ph.D.), Nanyang Technological University, Singapore.
Etherington, M. B. (2011). Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 36–57.
Garrison, D. R. (1993). An analysis of the control construct in self-directed learning. In H. B. Long (Ed.), Emerging perspectives of self-directed learning. Norman: Oklahoma Research Center for Continuing Professional and Higher Education of the University of Oklahoma.
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38. doi:10.1007/BF02504515.
Ge, X., Chen, C. H., & Davis, K. A. (2005). Scaffolding novice instructional designers’ problem solving processes using question prompts in a web-based learning environment. Journal of Educational Computing Research, 33(2), 219–248.
Gilbert, P. K., & Dabbagh, N. (2005). How to structure online discussions for meaningful discourse: A case study. British Journal of Educational Technology, 36(1), 5–18. doi:10.1111/j.1467—8535.2005.00434.x.
Hammond, M. (1999). Issues associated with participation in online forums: The case of the communicative learner. Education and Information Technologies, 4(4),353–367.
Hewitt-Taylor, J. (2001). Self-directed learning: Views of teachers and students. Journal of Advanced Nursing, 36(4), 496–504.
Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343–364.
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83, 307–317.
King, A. (1992). Comparison of self-questioning, summarizing, and note taking-review as strategies for learning from lectures. American Educational Research Journal, 29(2), 303–323.
Koray, O., Presley, A., Koksal, M. S., & Ozdemir, M. (2008). Enhancing problem solving skills of pre-service elementary school teachers through problem-based learning. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 1–18.
Leeman, R. W. (1987). Taking perspectives: Teaching critical thinking in the argumentation course. Paper presented at the Annual Meeting of the Speech Communication Association, Boston, MA.
Lin, X., & Lehman, J. D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36(7), 837–858.
McPhee, A. (2002). Problem-based learning in initial teacher education: Taking the agenda forward. Journal of Educational Enquiry, 3(1), 60–78.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 76–98). Chicago: Open Court.
Scardamalia, M., & Bereiter, C. (1989). International learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 361–392). Hillsdale: Lawrence Erlbaum Associates
Tan, O. S. (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Singapore: Thomson Learning.
Tan, O. S. (2007). Problem-based learning pedagogies: Psychological processes and enhancement of intelligences. Educational Research for Policy and Practice, 6(2), 101–114. doi:10.1007/s10671-007-9014–1.
Tan, S. C., & Looi, C. K. (2007). Supporting collaboration in web-based problem-based learning. In O. S. Tan (Ed.), Problem-based learning in e-learning breakthroughs (pp. 147–168). Singapore: Thomson Learning.
Vernon, D. T. A., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550–563.
Wheeler, S., Kelly, P., & Gale, K. (2005). The influence of online problem-based learning on teachers’ professional practice and identity. ALT-J, Research in Learning Technology, 13(2), 125–137. doi:10.1080/09687760500104088.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Chua, B., Tan, O., Liu, W. (2015). Using Technology to Scaffold Problem-Based Learning in Teacher Education: Its Tensions and Implications for Educational Leaders. In: Koh, C. (eds) Motivation, Leadership and Curriculum design. Springer, Singapore. https://doi.org/10.1007/978-981-287-230-2_10
Download citation
DOI: https://doi.org/10.1007/978-981-287-230-2_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-229-6
Online ISBN: 978-981-287-230-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)