Transcript Problem-based Learning in Science Teaching Lyn Countryman Jody Stone Price Laboratory School Iowa’s Research, Development, Demonstration and Dissemination School University of Northern Iowa College of Education.

Problem-based Learning in
Science Teaching
Lyn Countryman
Jody Stone
Price Laboratory School
Iowa’s Research, Development, Demonstration and Dissemination School
University of Northern Iowa
College of Education
Why Problem-based
Next generation schools must be studentLearning?
centered learning environments with these
characteristics:
• Student-driven learning pathways
• Repackaged learning outside traditional
disciplinary lines & grade level designations
• Technology-driven learning
• Relevant learning
• Opportunities for higher order thinking
• Students as decision-makers
• Self-assessment; personal reflection
• Assessment as demonstration of
understanding through application in a variety
of contexts with real world audiences
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January 2011
Characteristics of Problem-based
 Student-centered
Learning
A
form of inquiry (students ask and answer
questions)
 Many formats are possible
 A problem situation serves as the organizing
center and context for learning
 There are multiple pathways to solving the
problem
 The problem is not solved easily or with a
specific formula
 Outcomes have no one right answer
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Why ill-structured problems?
 this
provides the most varied possibilities
for different pathways of investigation.
 this allows for free inquiry
• maximizes use of 21st century skills
• provides opportunities for strengthening
inquiry skills
• allows for differentiation

this mirrors problems in the real world
Iowa’s RD3 School
January 2011
What makes a good problem?
The best problem is messy & complex
 Not enough information is provided (so the
situation requires inquiry, information gathering,
& reflection).
 As information is gathered & evaluated, the root
problem may change, opening new avenues for
investigation.
 Students may uncover diverging assumptions,
conflicting evidence & varying opinions about the
situation.
 Even when students decide on a solution,
multiple options for achieving it are likely
available.
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Benefits of Problem-based
Nearly
every day we face possibilities & problems
Learning
that affect our personal & professional lives. PBL
benefits students in that it:
 enhances their abilities to cope
 enhances their abilities to identify key issues,
access information, & effectively work our way
through problems.
 Supports knowledge construction.
 Naturally integrates school learning & real life.
 Attracts & sustains student interest.
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January 2011
Assessment is Tricky
 The
goals of PBL are both knowledge-based
and skills-based.
 Students need to be assessed on both
dimensions at regular intervals to ensure that
they are benefiting as intended from the PBL
approach.
 Students need to be able to recognize and
articulate what they know and what they
have learned.
 Requires formative and summative
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assessments.
Important Points to Remember in
Creating Good Problems
 Cross
disciplinary lines when possible
 Allow students to design procedures. (If too much
teacher direction is required, it probably will not make a good problembased topic)
 Activities
need not be huge, long projects.
 Build in opportunities for formative assessment.
 Build in opportunities for multiple checkpoints from
beginning to end.
 Include an opportunity for students to reflect upon
various components of the activity.
 Create non-traditional forms of summative
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assessment.
Examples of problem-based
science activities . . . . . . .
Emily & Keigan - Projectile motion (5th grade)
Bennett & Alex – Chemistry (Glogster) (5th
grade)
Phynnex & Daniel – Chemistry of Gel
Spheres
Booze Bulb – Density (HS Chemistry)
Food on Fire – Thermodynamics (HS
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Chemistry)
January 2011
PROBE Science
If you would like to receive a copy of the
CD containing PROBE activities, send an
email with your mailing address to
[email protected]
Sponsored by Iowa’ RD3 School and the
Iowa Math & Science Partnership
Iowa’s RD3 School
January 2011
Discussion questions:
What needs to be done to help
teachers embrace this studentcentered type of instruction?
How can we prepare our teachers
to be well equipped to work in
student-centered schools?
Iowa’s RD3 School
January 2011