Problem-based learning: a case study in integrating teachers, students, methods, and hypermedia data bases

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dc.contributor.authorMyers, Robert J.en
dc.contributor.committeechairBurton, John K.en
dc.contributor.committeememberGarrison, James W.en
dc.contributor.committeememberHix, Deborah S.en
dc.contributor.committeememberMagliaro, Susanen
dc.contributor.committeememberMoore, D. Michaelen
dc.contributor.committeememberTaylor, C. Daviden
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:23:03Zen
dc.date.adate2005-11-10en
dc.date.available2014-03-14T21:23:03Zen
dc.date.issued1993en
dc.date.rdate2005-11-10en
dc.date.sdate2005-11-10en
dc.description.abstractThis study describes two efforts: (1) the development of a learning environment that includes a hypermedia data base about Mesoamerica, and (2) an observational study of middle school students using the system within a framework of problem-based learning for mastering content and thinking skills. The goal was to create a learning environment influenced by metacognitive strategies, hypermedia interface design, and problem-solving scenarios preceded by discrepant events. Participants consisted of 25 seventh-grade social studies students. They were divided into four groups, each having access to a microcomputer with the hypermedia data base. They also had additional resources such as books and magazines dealing with Mesoamerican civilizations. Data collection included direct observations from four facilitator/evaluators, audiotape, videotape, student products, software routines, and questionnaires. Findings suggest: · the hypermedia data base navigation was usable and easy to learn for these students · a discrepant event inquiry model was among the factors contributing to sustained student activity · embedded problem-solving strategies facilitated higher-order thinking only when coupled with teacher support. The key in the environment appeared to be teacher-student interactions which allowed the teacher to dynamically assess students' abilities, then provide necessary support for independent action. The computer's role was that of a tool which mediated between the teacher and students.en
dc.description.degreePh. D.en
dc.format.extentv, 118 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-11102005-141107en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-11102005-141107/en
dc.identifier.urihttp://hdl.handle.net/10919/40302en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1993.M947.pdfen
dc.relation.isformatofOCLC# 29985661en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1993.M947en
dc.subject.lcshComputer-assisted instruction -- Study and teachingen
dc.subject.lcshGroup problem solvingen
dc.subject.lcshHistory -- Computer-assisted instructionen
dc.titleProblem-based learning: a case study in integrating teachers, students, methods, and hypermedia data basesen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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