This map describes the ideas inherent in both inquiry and problem-based learning. Meaningful learning leads to conceptual change, which occurs when learners are engaged in experiences that are infused with solving problems and asking questions. The nodes in this map are organized in such a way that they describe methods and connections between the components that PBL encompasses. The branch describing technology and modeling mindtools is extremely extensive, but provides a thorough overview of the important concepts related to teaching learners to learn via PBL.
PBL is a student-centered complex and authentic teaching strategy that leads to inquiry and meaningful learning, which in turn causes learners to rethink and restructure their understanding and make sense of concepts in new ways, thus engaging in conceptual change. Conceptual change relates to problematic situations and theory building, which are connected to inquiry because it is a process that resolves learners’ questions, curiosities, doubts, and uncertainties about complex phenomena in life. Meaningful learning has at its core model-making, which has many facets, including assessment, construction, domain knowledge and mindtools. Domain knowledge, or facts and information, can be organized by using concept mapping tools, like the above map I generated using Inspiration, systems modeling tools that support learners’ understanding of specific subject matter content, modeling problems, experiences, and thinking. Mindtools for modeling is a complex component of model-making. Mindtools are computer-based tools that have been adapted or developed to enable learners to represent what they know and have the advantage of being efficient with regard to both time and money. Unfortunately, they are limited with regard to how learners’ think and develop. There are many options for modeling mindtools, all of which engage higher order thinking in learners, which I believe is one of the most important adantages of using them. Databases, concept maps, spreadsheets, expert systems, systems modeling, teachable agents, DMEs, visualization tools, hypermedia, and discussion boards are all a means for modeling mindtools. The most engaging and complex of all modeling tools is systems modeling, which supports specutlation, decision-making, and most importantly, problem solving. There are various computer tools used to achieve this end and organized into two areas: aggregate modeling tools, such as Stella, VenSim, PowerSim, Model-It, and population dynamics tools, such as NetLogo and EcoBeaker. These help to teach systems thinking, which is important for understanding complex, real-world systems and building mental models of those systems. Employing PBL is best practice because it is engaging for learners, demands use of MI and provides learning experiences that lead to transferrable life skills. Problematic situations require students to engage in the questioning process, one in which they often answer their own questions. Students’ questions should drive instruction/learning. By asking questions students are taking risks and driven to investigate and analyze in an effort to find answers. PBL also enables learners to share knowledge and collaborate. Teaching inquiry can be accomplished via a multidisciplinary approach and can be teacher-directed, shared, or learner-directed.
PBL is a student-centered complex and authentic teaching strategy that leads to inquiry and meaningful learning, which in turn causes learners to rethink and restructure their understanding and make sense of concepts in new ways, thus engaging in conceptual change. Conceptual change relates to problematic situations and theory building, which are connected to inquiry because it is a process that resolves learners’ questions, curiosities, doubts, and uncertainties about complex phenomena in life. Meaningful learning has at its core model-making, which has many facets, including assessment, construction, domain knowledge and mindtools. Domain knowledge, or facts and information, can be organized by using concept mapping tools, like the above map I generated using Inspiration, systems modeling tools that support learners’ understanding of specific subject matter content, modeling problems, experiences, and thinking. Mindtools for modeling is a complex component of model-making. Mindtools are computer-based tools that have been adapted or developed to enable learners to represent what they know and have the advantage of being efficient with regard to both time and money. Unfortunately, they are limited with regard to how learners’ think and develop. There are many options for modeling mindtools, all of which engage higher order thinking in learners, which I believe is one of the most important adantages of using them. Databases, concept maps, spreadsheets, expert systems, systems modeling, teachable agents, DMEs, visualization tools, hypermedia, and discussion boards are all a means for modeling mindtools. The most engaging and complex of all modeling tools is systems modeling, which supports specutlation, decision-making, and most importantly, problem solving. There are various computer tools used to achieve this end and organized into two areas: aggregate modeling tools, such as Stella, VenSim, PowerSim, Model-It, and population dynamics tools, such as NetLogo and EcoBeaker. These help to teach systems thinking, which is important for understanding complex, real-world systems and building mental models of those systems. Employing PBL is best practice because it is engaging for learners, demands use of MI and provides learning experiences that lead to transferrable life skills. Problematic situations require students to engage in the questioning process, one in which they often answer their own questions. Students’ questions should drive instruction/learning. By asking questions students are taking risks and driven to investigate and analyze in an effort to find answers. PBL also enables learners to share knowledge and collaborate. Teaching inquiry can be accomplished via a multidisciplinary approach and can be teacher-directed, shared, or learner-directed.
Sources:
- Barell, J. Problem based learning: an inquiry approach. Corwin Press: Thousand Oaks, CA. 2007.
- Jonassen, D. Modeling with Technology: Mindtools for conceptual change. Pearson: Upper Saddle River, NJ. 2006.
- Mindtools from Technology in Education
http://www.quasar.ualberta.ca/edpy485/edtech/index.htm - Problem Based Learning Resources
http://www.techforlearning.org/PBLresources.html - Project/Problem Based Learning - The I² Mission
http://video.google.com/videoplay?docid=392657594061529011
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