| Summary: | This book ... is organized in terms of goals rather than chapters. In goal 1, we present various strands of research as well as different models of PBL [problem-based learning] that address why interdisciplinary, problem-based learning approaches are important. In Goal 2, we look at what our model is by examining the features of PBL-CD [Problem-Based Learning as Codevelopment]. Goal 3 describes our model in more depth, focusing on the codevelopment process--how teacher teams codevelop PBL curricula and how teachers and students engage in codevelopment throughout a problem-based unit. /// Goals 4 to 7 contain Profiles developed by author teams working on specific problem-based learning units. The author teams represent diverse learning contexts: some urban, some suburban; some focused on learning for gifted students, others on learning for students at risk; some projects within 1 school, some involving multiple schools; some projects with technology, others without. /// We wrote this book for practitioners who, as part of their own professional growth, are interested in examining learning environments and codeveloping curricula that are both interdisciplinary and problem based ... (PsycINFO Database Record (c) 2004 APA, all rights reserved).
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