Scaffolding Teachers' Efforts to Implement Problem-Based Learning

By Peggy A. Ertmer and Krista D. Glazewski.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This paper outlines challenges teachers face as they plan, implement and evaluate problem-based learning methods in their classrooms and details ways to support teachers’ efforts.

Keywords: Scaffolds, Scaffolding, Problem-Based Learning, PBL, Student-Centered Instruction

International Journal of Learning, Volume 12, Issue 4, pp.319-328. Article: Print (Spiral Bound). Article: Electronic (PDF File; 887.986KB).

Dr. Peggy A. Ertmer

Dr. Peggy Ertmer has a B. A. degree in Elementary Education from the University of Denver and a Masters in Learning Disabilities from Cardinal Stritch College in Milwaukee, Wisconsin. After teaching in the public schools for 10 years, Dr. Ertmer began her doctoral degree program at Purdue. She currently teaches courses in instructional design, educational research, and educational technology. Research interests relate to problem- and case-based learning, professional development, and self-regulated learning.

Dr. Krista D. Glazewski

Dr. Krista Simons is interested in several aspects of technology integration related to K-12 environments. Specifically, she has studied scaffolding in the context of supporting middle school teachers and learners, and effective means of promoting technology integration in classroom instruction. In addition, she has examined technology preparation for pre-service teachers.


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