Transcript Problem-based Learning - Illinois State University

“You are a scientist working for the state
department of nuclear safety. Some people in
a small community feel their health is at risk
because a company keeps thorium piled
above ground at one of their plants. What
action, if any, should be taken?”
Summer Challenge 1992, IMSA
“You are a member of a county board.
Certain individuals want to develop a lowlevel-radioactive waste disposal in your
county as a way of generating jobs. Others
disagree, citing concerns about health risks
such as ground water contamination and
increased cancer rates. How do you fairly and
equitably resolve this dispute?”
ISU Physics Teacher Education Program
“A wind energy consortium is hoping to build
a 250-unit wind farm in central Illinois. The
consortium has been completing contracts
with local farmers to erect 400-foot-tall,
three-propeller wind mills on their lands.
Local home owners are up in arms about the
pending development. You are a judge and
have been asked for a restraining order. What
do you do?”
ISU Physics Teacher Education Program
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helps develop mastery of core subjects and
21st century themes (English; Reading or
Language Arts; World Language; Arts;
Mathematics; Economics; Science; Geography;
History; and Government and Civics)
weaves 21st century interdisciplinary themes
into core subjects (Global Awareness;
Financial, Economic, Business and
Entrepreneurial Literacy; Civic Literacy; Health
Literacy; and Environmental Literacy)
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CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION LITERACY
MEDIA LITERACY
ICT (Information, Communications and
Technology) LITERACY
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FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY
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substantial, broad, and interconnected learning
engaging and motivational
shows relevance of science in authentic situations
models scientists working in context
demands use of higher-order thinking skills
helps students learn how to learn
shows the applicability of learning
stresses learning over teaching
utilizes Internet and other learning technologies
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Partnership for 21st Century Skills
http://www.p21.org/
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confronts students with a problem that has
no clear or “easy” solution.
places students in active roles as real-world
problem solvers
requires students to gather and use scientific
data or other evidence
requires students to evaluate arguments
coming from a variety of sources
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teacher models / coaches / fades
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ask about thinking
probe / challenge
keep students involved
monitor / adjust challenge
manage group dynamics
students become active problem solvers
◦ actively engaged
◦ construct meaning
◦ become self directed
Problem Design
 ill-structured problem based on desired
outcomes, learner characteristics, and
compelling problems.
 teacher anticipates learners’ needs
 teacher makes resources available
Cognitive Coaching
 facilitates student definition of problem
through cycles of “know / need to know”
 teachers model, coach, and fade in
supporting student learning process
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requires inquiry, information gathering,
and evaluation
is tentative and changing
involves students in making value
judgments
often has no “right” solution or answer
demands that students make and then
defend their conclusions on the basis
of evidence and logical argumentation
provides challenge and motivation
◦ appeals to human desire for resolution
◦ sets up need for and context of learning
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location of a theme park in an environmentally
sensitive area
building a nuclear power plant in someone’s
“backyard”
dealing with the global warming controversy
the conservation of energy
nuclear energy vs. fossil fuels
the trial of Galileo
creation vs. evolution
funding to search for NEO asteroids/comets
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relativity theory (can this be real?)
the atom, radioactivity, and humanity
thermodynamics and creationism
nature of the world system
electricity & the electronic revolution (Big
Brother, virtual reality, video games)
thermodynamics & the automobile
fossil fuels vs. alternative energy sources
radiation and food "sanitation”
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students generate a “product” in accord with
original problem statement
excellent location to use authentic /
alternative assessments:
◦ self assessment
◦ peer assessment
◦ teacher assessment
The Range of Teaching Methodologies
Problem-focused
discussion
Case
method
Anchored
problem solving
Authentic
situation
Lecture
Teacher-led
discussion
Role
playing
Discovery-based
inquiry
Problem-based
learning
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Can be time consuming
Sometimes students must “argue” against
their beliefs
Not always perceived as “learning”
Keeping students on task
General issues encountered with “group
work”
Is the content lost?
Resistance of students
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http://phy.ilstu.edu/pte/311.html