Problem Based Learning: Classroom Inquiry for Critical Thinking
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Problem Based Learning: Classroom Inquiry for
Critical ThinkingDr. Nakia Pope and Dr. Chitra Chandrasekaran
CETL Workshop Spring 2014Texas Wesleyan University
What is problem based learning? How is it used? What are the benefits? Disadvantages?
How does it fit in with current learning theory and practice?
Overview: Part I
What is it? Student-centered,
active learning via problem solving
Instructor is seen as a facilitator, or tutor
Problem Based Learning (PBL)
PBL is a constructivist approach to learning
Who uses it? Introduced first in
McMaster Univ. medical school (Neville, 2009)
University level◦ Science, law, education,
business, engineering Primary/Secondary
(K-12)
Objectivist vs Constructivist
Instructor-Centered
Student-Centered
Objectivist◦ Guided instruction◦ Knowledge viewed as
a separate construct independent of the individual
◦ Role of the learner is to acquire knowledge (learning objectives)
Constructivist◦ Facilitated
instruction◦ Knowledge is
constructed by the individual based on previous experiences
◦ Learner incorporates new knowledge by adjusting their own experiences
Enhances content knowledge Promotes critical thinking, collaboration, and
independent learning May be more reflective of “real-world” situations
they would encounter in a job setting Student outcomes data support the use of PBL
(Hmelo-Silver et al, 2007)◦ Middle school science standardized tests; 13-
14% improvement◦ Reduction in achievement gap seen in certain
groups◦ Positive effects on physician competence (Koh
et al, 2008)
Proponents of PBL Say….
Kirschner et al. ; 2006 : Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
The authors argue :◦ guided instruction (objectivist approach) best
supports the way humans learn◦ their data supports that constructivist
approaches are consistently less effective that guided instruction. (Kirschner et al, 2006)
However….
Problem-based learning is not in this category of minimally guided instruction. (Schmidt et al., 2007)
Inquiry learning and problem based learning employ a technique known as scaffolding that enhances learning (Hmelo-Silver et al, (2007)
And the response…
In Kirschner et al.’s original article, there is a statement :◦ “…Roblyer, Edwards, and Havriluk (1997)
reported that teachers have found that discovery learning is successful only when students have prerequisite knowledge and undergo some prior structured experiences.” (Kirschner et al, 2006)
Newer papers have sought to synthesize the opposing viewpoints, emphasizing the merits of both approaches
And the compromise…
PBL and Science Education Guiding examples for me in using
PBL in my courses Reflections of PBL use in my
instruction
Overview: Part II
Scientific method=PBL? Yes.◦ Hypothesis driven (the “problem”)◦ Choosing the approach (problem-solving, critical
thinking)◦ Analysis of data provides direction (open-ended)
Laboratory instruction=PBL? Maybe.◦ Cookbook approaches, especially in freshman
courses◦ What is the best way to incorporate PBL in
laboratory instruction? Independent Research =PBL. Yes
PBL—a natural fit in sciences?
7 Essential Elements (adapted from Larmer and Mergendoller, 2010):◦ Meaningful Content◦ Engagement of Students◦ A Driving Question◦ Student Autonomy (Voice and Choice)◦ Modern skills◦ Inquiry/Innovation◦ Time for reflection, feedback, and revision
What is needed for success?
Opportunity for undergraduate students to participate in genomics research.
Collaboration between primarily undergraduate institutions and Washington University in St. Louis (Dr. Sarah Elgin, Dept of Biology).
Guiding Example: Genomics Education Partnership
Meaningful Content and A Driving Question:◦ Students “decode” a
novel region of a chromosome
◦ Fundamental to understanding key principles of gene function
Engagement of Students◦ Students were (and
are) offered authorship in peer-reviewed publications
GEP as PBL?
All images from gep.wustl.edu
Modern skills◦ Exposure to research
databases and tools
◦ Access to state of the art facilities at Washington University
Inquiry/InnovationAll images from gep.wustl.edu
Biology 4412: Techniques in Molecular Biology (2008-2011)◦ Two weeks of content instruction
(demos, etc)◦ Students assigned their piece of
chromosome and supporting documentation
◦ Students had open class time/lab time for 3 weeks to work on their project Computer lab Independence and Collaboration
◦ Students wrote their results in scientific paper style and presented their results in an oral presentation
How I used this:
Junior/Senior course: Pretty good◦ Had multiple class and laboratory classes◦ Students had time to learn mechanics and had
prerequisite knowledge◦ Students formed collaborative groups◦ Instructor (me) got out of the way◦ Open-ended questions; real world problems
Reflections of my use of Problem Based Learning
PBL can be a very effective tool in engaging students
What I learned:◦ Students (and instructors) need time◦ How you pose the problem is critical◦ Balance between the individual and the group◦ For me, some mix of guided instruction/discovery
learning seems to work the best What I still do not know
◦ How to evaluate student learning gains when using different approaches
My observations
Websites◦ Genomics Education Partnership (gep.wustl.edu)
Literature Cited◦ Neville, A.L. (2009). Med Princ Pract 18:1-9◦ Kirschner, P.A., Sweller, J., and Clark, R.E. (2006). Educ
Psych 41:75-86◦ Hmelo-Silver, C.E., Duncan, R.G., and Chinn, C.A.
(2007). Educ Psych 42:99-107◦ Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008).
Canadian Medical Association Journal 178 (1): 34–41◦ Larmer J. and Mergendoller, J.R. (2010) Educational
Leadership 68 (1)
Websites and Literature Cited
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