Persistent Link:
http://hdl.handle.net/10150/613112
Title:
The Study of Project-Based Learning in Preservice Teachers
Author:
Anderson, Ashley Ann
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.
Type:
text; Electronic Dissertation
Keywords:
project-based learning; problem-based learning; inquiry-based learning; case-based reasoning; constructivism; social constructivism; Educational Psychology; preservice teachers
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Burross, Heidi

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleThe Study of Project-Based Learning in Preservice Teachersen_US
dc.creatorAnderson, Ashley Annen
dc.contributor.authorAnderson, Ashley Annen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractProject-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.en
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectproject-based learningen
dc.subjectproblem-based learningen
dc.subjectinquiry-based learningen
dc.subjectcase-based reasoningen
dc.subjectconstructivismen
dc.subjectsocial constructivismen
dc.subjectEducational Psychologyen
dc.subjectpreservice teachersen
thesis.degree.namePh.D.en
thesis.degree.leveldoctoralen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorBurross, Heidien
dc.contributor.committeememberMarx, Ronalden
dc.contributor.committeememberFreiberg, Elizabethen
dc.contributor.committeememberBurross, Heidien
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