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dc.contributor.advisorYounkyeong, Nam
dc.contributor.authorCordeiro, Katrina
dc.date.accessioned2021-09-07T21:57:37Z
dc.date.available2021-09-07T21:57:37Z
dc.date.issued12/20/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5726
dc.description.abstractProblem Based Learning (PBL) is an instructional model which poses problems to students in life-like scenarios. The common feature among the many PBL models is “that it a constructivist pedagogy” (Hill & Smith, 2005, p. 20). Research has indicated that PBL offers many advantages to learning high school science, including that students experience “the nature of authentic inquiry and the different methods of finding answers to their questions” (Chin & Chia, 2006, p. 62). Research also shows that the success of PBL is dependent on the design, and on the circumstances, in which it is implemented. This project is a compilation of six custom-made Problem Based Learning modules (PBL’s) based on New York State Living Environment standards. They are scaffolded so as to assist students who may be challenged by self-directed components of PBL, while also providing detailed instructions in order to aid teachers in their successful implementation.
dc.subjectProblem Based Learning
dc.subjectLiving Environment
dc.subjectInquiry
dc.subjectConstructivism
dc.subjectModules
dc.subjectGlobal Warming
dc.subjectDisease
dc.subjectBiodiversity
dc.subjectKidney Disease
dc.subjectGenetic Testing
dc.titleA Series of Problem Based Learning Modules to be used in Living Environment Classrooms
dc.typethesis
refterms.dateFOA2021-09-07T21:57:37Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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