Transcript Document

Problem-Based Learning and Wireless
Technology in the Science Classroom
George Watson
[email protected]
www.physics.udel.edu/~watson
Department of Physics and Astronomy
College of Arts & Science
University of Delaware
125th National AAPT Meeting
Boise, Idaho
Monday, August 5, 2002
Problem-Based Learning and Wireless
Technology in the Science Classroom
Part 1. Advances in Technology
Part 2. Advances in Pedagogy
Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
The Way It Was...
2002
1973
graphing calculators,
laptops,
gigabytes and gigahertz
Computation
The Way It Was...
2002
1973
e-mail,
voice-mail,
chatrooms,
FAX,
pagers,
cell phones,
PDAs
instant messaging,
wireless connectivity
Communication
The Way It Was...
2002
1973
Online Information:
web catalogs,
networked databases,
Britannica Online,
online newspapers,
course websites,
CMS
Collections
Shifting Sand:
Impacts of Technology
in Higher Education
Computation and Calculation
Communication and Collaboration
Collections and Connections
Shifting Sand:
Impacts of Wireless Technology
in Higher Education
Anytime, Anyplace Access to Info
Active Learning and Simulations
In-class Interactivity (anonymous)
CMS’s and Online Collaborations
Problem-Based Learning and Wireless
Technology in the Science Classroom
Part 1. Advances in Technology
Part 2. Advances in Pedagogy
Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
The question before us:
Given the amazing advances in
technology,
the dramatic change in the first-year
experience,
and knowing what we know about
our students,
How can we best proceed in our
classrooms?
One possible answer:
Problem-Based Learning
The principal idea behind PBL is…
that the starting point
for learning should be
a problem, a query, or a puzzle
that the learner wishes to solve.
(Bould, 1985:13)
What is Problem-Based Learning?
PBL is an instructional method that
challenges students to “learn to learn,”
working cooperatively in groups
to seek solutions to real world problems.
PBL prepares students
to think critically and analytically, and
to find and use appropriate learning resources.
What are the common features of PBL?
Learning is initiated by a problem.
Problems are based on complex, real-world
situations.
Information needed to solve problem is not
initially given. Students identify, find, and
use appropriate resources.
Students work in permanent groups.
Learning is active, integrated, cumulative, and
connected.
PBL: The Process
Students are presented with a problem. They
organize ideas and previous knowledge.
Students pose questions, defining what they
know and do not know (learning issues).
Students assign responsibility for questions,
discuss resources.
Students research learning issues.
Students reconvene and explore newly learned
information, refine questions.
The Problem-Based Learning Cycle
Overview
Problem, Project,
or Assignment
Mini-lecture
Group
Discussion
Whole Class
Discussion
Preparation of
Group “Product”
Research
Group Discussion
Problem-Based Learning and Wireless
Technology in the Science Classroom
Part 1. Advances in Technology
Part 2. Advances in Pedagogy
Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
Interactive Student Response Systems
www.educue.com
The principal idea behind PBL is?
A. PBL challenges students to learn to learn.
B. Learning is initiated by a problem.
C. Students work in permanent groups.
Think/
pair/
share
www.udel.edu/pbl/
Collaborative, reconfigurable workspace
Flexible furniture
Flexible equipment
www.udel.edu/pbl/wireless/
Wireless Laptop Carts
Problem-Based Learning and Wireless
Technology in the Science Classroom
Part 1. Advances in Technology
Part 2. Advances in Pedagogy
Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware
www.physics.udel.edu/~watson/scen103/
Broad Course Objectives:
Analyze simple electrical circuits to assess their function and
effectiveness.
State and describe fundamental scientific principles
underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science
and technology to everyday life.
A Problem-Based Learning Approach
to Simple Electrical Circuits
Incorporating PBL problems
Other collaborative exercises
Hands-on laboratory exercises
PBL #1
Crossed Circuits
Two roommates argue about perceived use of electrical energy;
one uses the hairdryer too much and the other showers too long.
Who should pay more towards the utility bill?
Energy = power x time
PBL #2
A San Francisco Treat
Electrical wiring plans are formulated for a building conversion
in San Francisco using floorplans from “This Old House”.
Parallel circuits
Household wiring
Power ratings of appliances
Problem-Based Learning and Physics:
Developing problem solving skills in all students
NSF DUE 00-89408 CCLI-EMD
The problem-based learning (PBL) program initiated at the University for
reforming undergraduate science teaching is being expanded beyond the
University by the development of instructional models and materials made
accessible to faculty worldwide through an online clearinghouse. The project is
developing a database of problems, instructional models, evaluation tools, and
web-based resources that effectively incorporate PBL across the content
framework of introductory undergraduate physics courses. Materials are being
collected and reviewed for a wide variety of introductory physics courses, for both
science majors and non-science majors, across all levels of instruction and class
enrollment. In addition to collecting existing problems and material, the project is
implementing problem-writing workshops as an important element in developing
the collection of PBL materials needed to cover the different curricula of physics
at the college level. Selected clearinghouse problems will also be adapted to the
high school setting.
www.udel.edu/pblc/
Lab #3
Batteries and
Bulbs
Students work from the simplest possible circuit to the
challenging circuit on the left and its companion on the right.
Series and parallel combinations
Flash Circuit Simulator
Motivation for This Project
Anywhere, anytime accessibility to ‘lab’.
Faster, cheaper ‘what if?’ changes.
When hands-on experiences in a physical
laboratory are not available, computer
simulations are often the next best option.
For some topics, computer simulations can
provide an environment for active learning
that is just as rewarding as the traditional
laboratory.
Implementation of This Project
JavaScript and Java applets are often employed to
implement computer simulations for learning that
can be accessed over the web.
Often overlooked are other software solutions that
run from suitably configured web browsers -Macromedia Flash is one such approach.
We have created a simple circuit simulator written in
Flash that provides an interactive experience for
introductory students of electricity.
Features of the Circuit Simulator
The current version provides
a prototyping workspace
drag-and-drop selection of resistors and batteries
multimeters that can be configured to display
current and/or voltage for each circuit element
wire cutters and wire to complete and
reconfigure circuits to carry out simulated
experiments.
a written and audio introduction to its use.
Running a circuit simulation…
Demonstration
(if time permits)
http://www.udel.edu/present/showcase/watson/
Problems We Encountered with the
Wireless Classroom
Worries about loss of network security;
Grin and bear it – a real issue with IT folks.
Worries about loss of laptop computers;
Cabinet bolted to wall and diligent users.
Worries about distracted students;
Laptop displays can be readily closed.
Worries about status of batteries;
Real – bought a bank of spare batteries.
Problem-Based Learning and Wireless
Technology in the Science Classroom
George Watson
[email protected]
www.physics.udel.edu/~watson
Department of Physics and Astronomy
College of Arts & Science
University of Delaware
125th National AAPT Meeting
Boise, Idaho
Monday, August 5, 2002