Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective

被引：2

作者：

Himes, Marie P. ^{[1
]}

Spires, Hiller A. ^{[1
,2
]}

Krupa, Erin E. ^{[1
,2
]}

Borden, Margaret L. ^{[1
,2
]}

Eagle, Jessica L. ^{[2
]}

机构：

[1] North Carolina State Univ, Friday Inst Educ Innovat, Raleigh, NC 27606 USA

[2] North Carolina State Univ, Coll Educ, Raleigh, NC 27695 USA

来源：

EDUCATION SCIENCES | 2023年 / 13卷 / 11期

基金：

美国国家科学基金会;

关键词：

problem-based learning; project-based learning; inquiry-based learning; COVID-19; pandemic; new learning ecology; qualitative research; STUDENTS;

D O I：

10.3390/educsci13111099

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included transcripts from student and teacher focus groups conducted before, during, and after the PBI Global process. Three themes emerged (1) creating global awareness of water issues, (2) learning to collaborate in remote and hybrid contexts, and (3) enhancing self-efficacy through iterative learning. The discussion focuses on the affordances and challenges of engaging in PBL during non-voluntary online learning, as well as study limitations and directions for future research.

引用

页数：12

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