期刊名称：Interdisciplinary Journal of Problem-based Learning
电子版ISSN：1541-5015
出版年度：2017
卷号：11
期号：2
页码：9
出版社：Purdue University
摘要：This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main categories of learning attitudes, learning behaviors, and learning preferences.
