Hsueh-Yung (Jack) Chen SEYS 777 Dr. Murfin 12/18/2012
Hsueh-Yung (Jack) ChenSEYS 777Dr. Murfin
12/18/2012
What is Problem Solving Learning
What is the relationship between PBL and
ill-structured problem
How to effectively scaffold the process of
solving ill-structured problem
Problem-first Collaboration Independent study Sharing information Discuss of solution Evaluation
Helps students to understand what they are going to learn and how the information is going to be relevant to them (Gallagher et al., 1995)
Ill-Structured Problems
Ill-defined Vaguely or unclear goals Multiple solutions. Solution paths, or no
solutions at all Multiple criteria for evaluating solution Uncertainty about which concepts, rules, and
principles to apply No general rules Require leaners to express personal opinions Need to make judgments about the problem
and defend them (Jonassen, 1997)
Scaffolding ◦ Hard scaffold◦ Soft scaffold
Problem◦ Zone of proximal development (Vygotsky)
Forming a team ◦ Creative problem solving profile (Basadur)
Static supports that can be anticipated and planned in advance based on typical students difficulties with a task (Saye & Brush, p.81)
Questions prompts Study of Ge (2003) and Xie (2008)
◦ Students perform significantly better than students who did not receive question prompts
◦ Defined goal of the problems and categorized the problems significantly more clearly
Teacher-students interaction or student-student interaction
Diagnosis Feedback Study of Folmer (2009) and Greene and
Land (2000)◦ During interaction with instructors or groups
helped to generate ideas◦ Be more reflective on their solution and justified
their ideas more thoroughly
Large enough to challenge thought, and small enough to confuse the student
Ill-structured Extended questions◦ What do we know?◦ What do we need to know?◦ What are we going to do?◦ What is your purpose?◦ What assumptions are you making?◦ Given those results, what do you think you should
do next?
Ge (2003), Peterson (2004) ◦ Not significant Creative Problem Solving Profile (Basadur)◦ Student’s experiencing◦ Ideation ◦ Thinking◦ Evaluation Basadur and Head (2001), Peterson (2004)◦ Heterogeneous teams outperform both complete
and partial homogenous teams
Chin (2006) and Folmer (2009) Initial resistance Interdisciplinary final objective
◦ Cultural beliefs and folklore◦ Curiosity arising from personal experiences◦ Family members’ concerns◦ Observations of others◦ Issues arising from previous lesson
Various method of learning◦ Textbooks and internet◦ Surveys and interviews◦ Questionnaires◦ Field observation reports
The purpose of this study will be to construct and test scaffolding process on an ill-structured problem based lesson on the topic of human skeleton system of 10th grade human biology classes.
What is the influence of scaffolding on the ill-structured problem based lesson outcome among expert and novice?◦ How do students feel about the problem-based
learning?◦ What is the role of ill-structured in the biology
science education?◦ Does ill-structured problem based lesson needs
scaffolding process?◦ Will the outcome of ill-structured problem based
lesson be the same among the expert with and without scaffolding process?
Action Research: mixed methods Sample:
◦ 1 human biology I class n= (20)◦ 1 human biology I class n= (20) ◦ 1 human biology II class n= (20)
Quantitative analysis ◦ Research paper and presentation with rubric
attached Qualitative analysis
◦ The classroom observations◦ field notes, ◦ transcripts of group interactions and of interview
with the students, ◦ ending unit questionnaire
There will be a positive effect on the outcome of scaffolding among the novice and among the expert the scaffolding process can generate new solution for the presented problem