Literaturnachweis - Detailanzeige
| Autor/inn/en | Mangione, Katherine A.; Harmon, Shannon E. |
|---|---|
| Titel | Using Children's Literature as a Model for Problem-Based Learning |
| Quelle | In: International Journal of the Whole Child, 7 (2022) 1, S.22-33 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Childrens Literature; Problem Based Learning; Teaching Methods; Elementary School Students; 21st Century Skills; Science Education; Environmental Education; Design; Observation; Inquiry; Cooperative Learning |
| Abstract | Problem-Based Learning (or PBL) is a teaching style that pairs beautifully with science and social studies. PBL allows students to drive their learning, providing autonomy to choose topics or issues that interest them. It scaffolds the development of desirable 21st century skills: collaboration, critical thinking, communication, creativity, flexibility, and higher levels of cognitive thinking. Using a specific approach to PBL can assist teachers and students in understanding the process and knowing where their work is taking them. This article will share using the children's book "Spring after Spring: How Rachel Carson Inspired the Environmental Movement" by Stephanie Roth Sisson (2018) and Design Thinking as a guide for implementing Problem-Based Learning with your elementary level learners. (As Provided). |
| Anmerkungen | Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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