Perceptions of the Value of Problem-Based Learning among Students with Special Needs and Their Teachers

Autor/inn/en	Belland, Brian R.; Ertmer, Peggy A.; Simons, Krista D.
Titel	Perceptions of the Value of Problem-Based Learning among Students with Special Needs and Their Teachers
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 1 (2006) 2, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1024
Schlagwörter	Problem Based Learning; Disabilities; Middle School Students; Student Attitudes; Middle School Teachers; Teacher Attitudes; Severity (of Disability); Rural Schools; Comparative Analysis; Interviews; Learner Engagement; Empathy; Special Education; Teaching Methods; Cooperative Learning; Accessibility (for Disabled); Photography; Video Technology; Coding; Problem Solving + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Handicap; Behinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schweregrad; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Empathie; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Accessibility; Zugänglichkeit; Fotografie; Codierung; Programmierung; Problemlösen
Abstract	While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students' school was located. We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings were (1) students manifested strong engagement, and (2) students with less severe disabilities developed compassion for students with more severe disabilities. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01