Problem based and_inquiry_based21_1_

Problem-Based and Problem-Based and Inquiry-Based LearningInquiry-Based Learning

Inquiry and Problem Based Inquiry and Problem Based LearningLearning

““In the broad context of general education, In the broad context of general education, inquiry or problem-based learning are inquiry or problem-based learning are more generally used terminologies than more generally used terminologies than problem solving, but the fundamental problem solving, but the fundamental aspects of problem solving and inquiry-aspects of problem solving and inquiry-based learning are analogous” (Doolittle & based learning are analogous” (Doolittle & Camp, 2003)Camp, 2003)

Comparative GraphicComparative Graphic

Inquiry-Based Inquiry-Based Learning FormatLearning Format

Problem-Based Problem-Based Learning FormatLearning Format

Inquiry-Based LearningInquiry-Based Learning

““Inquiry-based learning has been praised for Inquiry-based learning has been praised for requiring the student to do more than just report requiring the student to do more than just report on a topic. The student must go beyond the on a topic. The student must go beyond the simple memorization of facts and regurgitation of simple memorization of facts and regurgitation of information and into the realm of creating new information and into the realm of creating new and deeper understanding through identification and deeper understanding through identification and subsequent application of solutions to a and subsequent application of solutions to a specific topic. (Parr & Edwards, 2004)specific topic. (Parr & Edwards, 2004)

Inquiry-Based LearningInquiry-Based Learning

"For students, this method of learning ends the listen-"For students, this method of learning ends the listen-to-learn paradigm of the classroom and gives them to-learn paradigm of the classroom and gives them real and authentic goal challenges to overcome… real and authentic goal challenges to overcome…

For the teacher, inquiry-based education ends their For the teacher, inquiry-based education ends their paradigm of talking to teach and recasts them in the paradigm of talking to teach and recasts them in the role of a colleague and mentor engaged in the same role of a colleague and mentor engaged in the same

quest as the other younger learners around."quest as the other younger learners around." ((http://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.htmlhttp://www.ncsa.uiuc.edu/Cyberia/DVE/FusionDVE/html/inquiry_based_education.html

))

Inquiry Process CircleInquiry Process Circle

IBL is a Non-Linear ProcessIBL is a Non-Linear Process

AskAsk Define and describe the problem, and knowledge baseDefine and describe the problem, and knowledge base

InvestigateInvestigate Researching, studying, crafting experiments, observingResearching, studying, crafting experiments, observing Focus questions may change because new information is discoveredFocus questions may change because new information is discovered

CreateCreate Synthesize meaning, create new knowledgeSynthesize meaning, create new knowledge

DiscussDiscuss Share new knowledge/data, community building, give knowledge Share new knowledge/data, community building, give knowledge

relevance in societyrelevance in societyReflectReflect

Step Back, evaluate process, make observations, re-evaluate decisionsStep Back, evaluate process, make observations, re-evaluate decisions Was the answer found? And so begins another circle of inquiryWas the answer found? And so begins another circle of inquiry

Inquiry vs. Traditional Learning Inquiry vs. Traditional Learning EnvironmentsEnvironments

InquiryInquiry ConstructivismConstructivism Active engagementActive engagement Heightened Heightened

ResponsibilityResponsibility Problem SolverProblem Solver Process OrientedProcess Oriented Guided/FacilitatedGuided/Facilitated

TraditionalTraditional BehaviorismBehaviorism PassivePassive Decreased Decreased

ResponsibilityResponsibility Direction FollowerDirection Follower Product OrientedProduct Oriented Directed/TransmittedDirected/Transmitted

Characteristics of Inquiry-Based Characteristics of Inquiry-Based Learning (IBL)Learning (IBL)

Learn how to gather and make sense of Learn how to gather and make sense of datadata

Seeking information by asking questionsSeeking information by asking questions

Seeking appropriate resolutions to issuesSeeking appropriate resolutions to issues

Gain skills to facilitate life long information Gain skills to facilitate life long information gathering behaviorsgathering behaviors

Cognitive puzzlement is used as a Cognitive puzzlement is used as a stimulus for learningstimulus for learning

Inquiry-Based LearningInquiry-Based Learning

Inquiry Involves:Inquiry Involves:

1.1. Individual or Collective ActivitiesIndividual or Collective Activities

Inquiry-Based LearningInquiry-Based LearningInquiry Involves:Inquiry Involves:

1.1. Individual or Collective ActivitiesIndividual or Collective Activities

2.2. Investigate Phenomena (real/virtual)Investigate Phenomena (real/virtual)

Inquiry-Based LearningInquiry-Based LearningInquiry Involves:Inquiry Involves:

1.1. Individual or Collective ActivitiesIndividual or Collective Activities

2.2. Investigate Phenomena (real/virtual)Investigate Phenomena (real/virtual)

3.3. Draw and Justify ConclusionsDraw and Justify Conclusions

4.4. Self-directed Investigatory ActivitySelf-directed Investigatory Activity

5.5. Prompted and Unprompted Question Prompted and Unprompted Question DevelopmentDevelopment

6.6. Identifying Cause and Effect Identifying Cause and Effect

7.7. Consideration of Alternative Consideration of Alternative Explanations Explanations

Inquiry-Based LearningInquiry-Based Learning

Students Involved in IBL Believe:Students Involved in IBL Believe:1.1. They have the right to understand issuesThey have the right to understand issues2.2. They have the right to develop solutionsThey have the right to develop solutions3.3. They can analyze problemsThey can analyze problems4.4. That solutions come from their analysisThat solutions come from their analysis5.5. They are capable of that analysisThey are capable of that analysis6.6. They can acquire knowledge they desire from They can acquire knowledge they desire from

any domainany domain7.7. That knowledge is empoweringThat knowledge is empowering

Goals of Goals of Inquiry-Based LearningInquiry-Based Learning

Develop scientific reasoning abilitiesDevelop scientific reasoning abilities

Create skills to facilitate life long learning Create skills to facilitate life long learning habits, via inquiryhabits, via inquiry

Foster critical thinking and creativity in Foster critical thinking and creativity in novel situationsnovel situations

Benefits of IBLBenefits of IBL

Negative correlation between teacher-Negative correlation between teacher-centered learning and student centered learning and student achievement in scienceachievement in science

Information used in process is better Information used in process is better remembered than traditional teaching remembered than traditional teaching formatformat

Drawbacks to Pure Inquiry-Based Drawbacks to Pure Inquiry-Based Learning FormatsLearning Formats

Too much freedom may lead students to Too much freedom may lead students to fail to acquire to-be-learned material (goal)fail to acquire to-be-learned material (goal)

Pure Inquiry, fails to integrate material as Pure Inquiry, fails to integrate material as well as Guided Inquiry Learningwell as Guided Inquiry Learning

Don’t transfer problem solving rules to Don’t transfer problem solving rules to new problems as well as Guided Inquiry new problems as well as Guided Inquiry LearnersLearners

Inquiry-Based Learning Inquiry-Based Learning ConclusionsConclusions

Guidance is needed to keep discussions Guidance is needed to keep discussions focused on educational goalsfocused on educational goalsConstructivist teaching should be teaching Constructivist teaching should be teaching by thinking, not restricted to by thinking, not restricted to doingdoingStudents need freedom to become Students need freedom to become cognitively active, and guidance to ensure cognitively active, and guidance to ensure useful knowledge constructionuseful knowledge constructionFeedback is essential to learner Feedback is essential to learner developmentdevelopment

Problem Based LearningProblem Based Learning

““When we are in a learning environment, there When we are in a learning environment, there is some stimulus or goal for learning, the is some stimulus or goal for learning, the learner has a purpose for being there. That learner has a purpose for being there. That goal is not only the stimulus for learning, but it goal is not only the stimulus for learning, but it is a primary factor in determining what the is a primary factor in determining what the learner attends to… and, basically, what learner attends to… and, basically, what understanding is eventually constructed.” understanding is eventually constructed.” (Savery & Duffy, 2001) (Savery & Duffy, 2001)

Problem-Based LearningProblem-Based Learning

““Cognitive conflict or puzzlement is the Cognitive conflict or puzzlement is the stimulus for learning and determines the stimulus for learning and determines the organization and nature of what is organization and nature of what is learned” (Savery & Duffy, 2001)learned” (Savery & Duffy, 2001)

Problem-Based Learning: Problem-Based Learning: Creating a Powerful Learning Creating a Powerful Learning

EnvironmentEnvironment1.1. Cumulative Knowledge UseCumulative Knowledge Use

2.2. Goal Oriented Knowledge AcquisitionGoal Oriented Knowledge Acquisition

3.3. Balance of Self-Discovery & Directed Balance of Self-Discovery & Directed InstructionInstruction

4.4. Represent Authentic Real-Life ContextRepresent Authentic Real-Life Context

5.5. Has Personal Meaning for LearnersHas Personal Meaning for Learners

6.6. Allows for Social Interaction Between LearnersAllows for Social Interaction Between Learners

7.7. Opportunities to Acquire General Critical Opportunities to Acquire General Critical Thinking SkillsThinking Skills

Six Characteristics of PBLSix Characteristics of PBL

1.1. Student Centered Learning EnvironmentsStudent Centered Learning Environments2.2. Learning in Small Student GroupsLearning in Small Student Groups3.3. Teacher as Facilitator or Guide Teacher as Facilitator or Guide 4.4. Work with Authentic ProblemsWork with Authentic Problems

• Students are Presented with Problem Before they Students are Presented with Problem Before they have Studied/Prepared to Solve ithave Studied/Prepared to Solve it

1.1. Problems are used as ‘tools’ to Acquire Problems are used as ‘tools’ to Acquire Problem Solving SkillsProblem Solving Skills

2.2. New Information is Acquired through Self-New Information is Acquired through Self-Directed LearningDirected Learning

Instructional Principles PBLInstructional Principles PBL

1. Anchor all learning activities to a larger task1. Anchor all learning activities to a larger task

2. Develop ownership of the task2. Develop ownership of the task-we learn so we can function more effectively in the world-we learn so we can function more effectively in the world

3. Design an authentic task3. Design an authentic task-should be at the same cognitive level as the subjects-should be at the same cognitive level as the subjects-don’t want them to study/memorize facts-don’t want them to study/memorize facts-want them to engage in scientific discourse/problem -want them to engage in scientific discourse/problem

solvingsolving

4. Design task/learning environment to match the complexity of 4. Design task/learning environment to match the complexity of the desired environment they would have in realitythe desired environment they would have in reality

-context specific-context specific

Instructional Principles PBL (Con’t)Instructional Principles PBL (Con’t)

5. Develop ownership of the Process used for solution5. Develop ownership of the Process used for solution-allowing students to direct the process-allowing students to direct the process-illuminate potential effects of the focus problem to their lives-illuminate potential effects of the focus problem to their lives-want authentic thinking/problem solving-want authentic thinking/problem solving

6. Design learning environment to support/challenge learner’s thinking6. Design learning environment to support/challenge learner’s thinking-teacher is consultant and coach-teacher is consultant and coach-teacher must not take-over thinking, and must inquire at the -teacher must not take-over thinking, and must inquire at the

‘leading edge’ of the student’s thinking (Fosnot, 1989)‘leading edge’ of the student’s thinking (Fosnot, 1989)-ZPD Vygotsky (1978) is at nature of the student teacher -ZPD Vygotsky (1978) is at nature of the student teacher

interactionsinteractions

7. Encourage testing ideas against alternative views/contexts7. Encourage testing ideas against alternative views/contexts

Goals of PBLGoals of PBL

Possess an Organized and Flexible Possess an Organized and Flexible Knowledge BaseKnowledge Base

Master Skills for Applying Knowledge to Master Skills for Applying Knowledge to ProblemsProblems

Create Powerful Learning EnvironmentCreate Powerful Learning Environment

Develop Life-Long Self-Directed LearnersDevelop Life-Long Self-Directed Learners

Increase Knowledge Retention Over TimeIncrease Knowledge Retention Over Time

PBLPBL

PBL TestingPBL Testing

Learners Should be Evaluated by an Learners Should be Evaluated by an Instrument that is Based in Real LifeInstrument that is Based in Real Life

Testing Should Require Learners to Apply Testing Should Require Learners to Apply their Knowledge while Using Commonly their Knowledge while Using Commonly Needed Problem-Solving SkillsNeeded Problem-Solving Skills

Positive Results of PBLPositive Results of PBL

PBL Learners are Better Able to Apply PBL Learners are Better Able to Apply their Knowledge:their Knowledge: Show Better Organization of KnowledgeShow Better Organization of Knowledge

Learner’s Skills at all Levels of Expertise Learner’s Skills at all Levels of Expertise are Positively affected by PBLare Positively affected by PBL

Retention Period is Better for PBLRetention Period is Better for PBL Emphasis on Elaboration is Known to Emphasis on Elaboration is Known to

Increase Declarative RecallIncrease Declarative Recall

Mixed Results of PBLMixed Results of PBL

Regarding the Acquisition of Amounts of Regarding the Acquisition of Amounts of Knowledge:Knowledge: Conventional Curriculum is more Efficient at Conventional Curriculum is more Efficient at

Learning Knowledge.Learning Knowledge. PBL is more Efficient at Integrating PBL is more Efficient at Integrating

Information, and Gaining Skills in the form of Information, and Gaining Skills in the form of Experience.Experience.