Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations
Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. I...
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ndltd-VTETD-oai-vtechworks.lib.vt.edu-10919-987852020-10-29T05:31:16Z Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations Reed, Samantha Marie Counselor Education Mullen, Carol A. Bowen, Bradley D. Cash, Carol S. Wells, John G. Problem-based learning PBL Critical Thinking Creativity Communication Collaboration Citizenship Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms. Doctor of Education Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. 2020-06-09T08:01:02Z 2020-06-09T08:01:02Z 2020-06-08 Dissertation vt_gsexam:26833 http://hdl.handle.net/10919/98785 In Copyright http://rightsstatements.org/vocab/InC/1.0/ ETD application/pdf Virginia Tech |
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Problem-based learning PBL Critical Thinking Creativity Communication Collaboration Citizenship Reed, Samantha Marie Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
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Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms. === Doctor of Education === Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. |
author2 |
Counselor Education |
author_facet |
Counselor Education Reed, Samantha Marie |
author |
Reed, Samantha Marie |
author_sort |
Reed, Samantha Marie |
title |
Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
title_short |
Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
title_full |
Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
title_fullStr |
Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
title_full_unstemmed |
Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations |
title_sort |
problem-based learning strategies that contributed to elementary students' skills development and profile of a virginia graduate's expectations |
publisher |
Virginia Tech |
publishDate |
2020 |
url |
http://hdl.handle.net/10919/98785 |
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AT reedsamanthamarie problembasedlearningstrategiesthatcontributedtoelementarystudentsskillsdevelopmentandprofileofavirginiagraduatesexpectations |
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