Problem-Based Learning in K–12 and Teacher Education: Introduction and Current Trends, by Thomas Brush and John Saye
Part I: Problem-Based Learning in Teacher Education
1. Transforming Preservice Secondary Mathematics Teachers’ Practices: Promoting Problem Solving and Sense Making, by Marilyn E. Strutchens and W. Gary Martin
2. Conexiones: Fostering Socioscientific Inquiry in Graduate Teacher Preparation, by Krista D. Glazewski, Michèle I. Shuster, Thomas Brush, and Andrea Ellis
3. An Instructional Model to Support Problem-Based Historical Inquiry: The Persistent Issues in History Network, by Thomas Brush and John Saye
4. Preservice Elementary Teachers Learning to Teach PBL Through Science-Integrated Engineering Design, by Pamela S. Lottero-Perdue
Part II: Problem-Based Learning in K–12 Contexts
5. Teacher as Designer: A Framework for Analysis of Mathematical Model-Eliciting Activities, by Margret A. Hjalmarson and Heidi Diefes-Dux
6. The Grand Challenge: Using a PBL Approach to Teach Cutting-Edge Science, by Peggy A. Ertmer, Sarah Schlosser, Kari Clase, and Omolola Adedokun
7. Using Technology-Enhanced Learning Environments to Support Problem-Based Historical Inquiry in Secondary School Classrooms, by John Saye and Thomas Brush
8. Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step PBL Model, by Karen C. Goodnough and Woei Hung
Conclusion: What Is Missing; What Is Needed? Future Research Directions With PBL in K–12 and Teacher Education, by Michael M. Grant and Krista D. Glazewski
Index
Dr. Thomas Brush is the Barbara B. Jacobs Chair in Education and Technology and chair of the Department of Instructional Systems Technology within the School of Education at Indiana University Bloomington as well as codirector of the Persistent Issues in History Network. Dr. Brush's research interests focus on developing methods and strategies to promote inquiry-oriented learning, particularly with more open-ended instruction.John W. Saye is the Mildred Cheshire Fraley Distinguished Professor of secondary social science education at Auburn University. He is the codirector of the Persistent Issues in History Network and director of the Social Studies Inquiry Research Collaborative, a coalition of university researchers studying the effects of challenging social studies and history instruction on student learning. Prior to his appointment to Auburn University in 1994, Dr. Saye was a high school history teacher for twelve years. His research interests include authentic pedagogy, problem-based inquiry, teacher thinking, and collaborative communities of practice.
