problem-based learning in science teaching lyn countryman jody stone price laboratory school...
TRANSCRIPT
Problem-based Learning in Science Teaching
Lyn Countryman Jody Stone
Price Laboratory SchoolIowa’s Research, Development, Demonstration and Dissemination School
University of Northern IowaCollege of Education
Iowa’s RD3 School January 2011
Why Problem-based Learning? Next generation schools must be student-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
Iowa’s RD3 School January 2011
Characteristics of Problem-based LearningStudent-centered
A form of inquiry (students ask and answer questions)
Many formats are possibleA 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
Iowa’s RD3 School January 2011
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.
Iowa’s RD3 School January 2011
Benefits of Problem-based LearningNearly every day we face possibilities & problems that affect our personal & professional lives. PBL benefits students in that it:enhances their abilities to copeenhances 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.
Iowa’s RD3 School January 2011
Assessment is TrickyThe 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 assessments.
Iowa’s RD3 School January 2011
Important Points to Remember in Creating Good ProblemsCross disciplinary lines when possibleAllow students to design procedures. (If too much
teacher direction is required, it probably will not make a good problem-based 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 assessment.
Iowa’s RD3 School January 2011
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 Chemistry)
Going Green Unit – Ecology (HS Biology)
Iowa’s RD3 School 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
What needs to be done to help teachers embrace this student-centered type of instruction?
How can we prepare our teachers to be well equipped to work in student-centered schools?
Discussion questions: