Abstract
As PBL has gained popularity across disciplines, there is an increasing need to understand how to successfully implement PBL in a large classroom. In this study, we investigated how PBL was used to support development of historical thinking skills in a large university history class. Video analysis showed that the instructor interacted with both the students and representational tools to provide multiple synergistic supports during the PBL sessions.
| Original language | English |
|---|---|
| Pages (from-to) | 1483-1484 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | 2018-June |
| State | Published - 2018 |
| Event | 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom Duration: Jun 23 2018 → Jun 27 2018 |
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