Course assignment - Reflection 5

Summary of the reading

 “Too often we give children answers to remember, rather than problems to solve.” Roger Lewin

The quote above embodies the ideology behind the reading this week, Problem-Based Learning. The reading this week provides an overview of the instructional method that has made an impact on pedagogical praxis and approaches to best facilitate student learning.  The reading provides and overall summary of the development of Problem-based learning (PBL) and research on its development over the course of the last 30 years. Problem-based learning originated from the work of medical educators research which was conducted at the Department of Medicine, McMaster University in Canada in the 1970’s. A section is presented in the reading relating to the assumptions and misconceptions of PBL’s as well as the attributes that represent essential characteristics present in Problem-Based Learning.  The reading then goes on to examine the effectiveness of PBL's in terms of student learning outcomes, including basic domain knowledge acquisition and applications, retention of content and problem-solving skills, higher order thinking, self-directed learning/lifelong learning, and self-perception as well as addressing implementation issues (Hung, Jonassen,  & Liu 2008). Finally, recommendations for future research are presented to improve upon this instructional methodology approach. The recommendations also raise questions regarding assumptions that are questionable under the framework of PBL’s.  Currently, problem-based learning is being implemented at all levels of education to include grades K-12 as well implementation at the collegiate level.  The PBL approach to teaching in order to best meet the needs of all students requires students to question, explore, and study various content knowledge allowing students to practice context-free problems, which challenges students more because PBL embeds students’ learning processes in real-life problems (Hung, Jonassen,  & Liu 2008). PBL supports the process of students finding their own answers to real life scenarios, which assist students greatly as they prepare to enter the workforce and as students encounter various dilemmas that will inevitable arise in their career path.   PBL’s help students to become problem solvers and inherently contributes to increasing their critical thinking skills while activating other forms of higher order thinking. 

Ideas for possible proposals

A possible proposal that uses problems based learning could be in the category of Earth science and environmental issues which are significant topics of discussion currently around the world. The students would develop solutions and approaches to problems concerned with natural resources and conservation.  This proposal would be aligned to the Texas Essential Knowledge Standards (TEKS) for 5^th grade science.  Specifically, TEKS 5.7(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; 4.7(C) identify and classify Earth’s renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation. In this possible proposal, students would be presented with the question:  “How can our school find better ways to sustain energy throughout the school while using less natural resources and reducing waste?”  Students would have to develop a viable plan and approach to find possible solutions to this problem.  Student could further evaluate the probable effects of their plan on a campus, district, city, state, country, and global level if their plan was put into action and how great of an impact their plan could potentially have at each of these levels.   

Concerns and questions for the readings or proposals

Oberlander & Talbert-Johnson (2004), promote the integration of technology in to the classroom with problem-based learning. Sometimes in science education, it can be difficult to incorporate technology at the lower grade levels. What strategies can be implemented to ensure that all students in the K-3 are utilizing higher levels of the Substitution, Augmentation, Modification, and Redefinition Model (SAMR) technology integration within their PBL’s? 

References

Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. Handbook of 
           research on educational communications and technology, 3, 485-506.

Oberlander, J., & Talbert-Johnson, C. (2004). Using technology to support problem-based                        learning. Action in teacher education, 25(4), 48-57.

Course assignment - Reflection 4

Summary of the reading

The reading this week, Doing Science: The Process of Scientific Inquiry, provides a thorough explanation of the scientific process as established by the National Institute of Health (NIH) and that National Institute of General Medical Sciences.  NIH formulated this scientific inquiry process with the implementation of the 5E Instructional Model.  The process was developed in this way because the “structure of this module enables teachers to effectively facilitate learning and stimulate student interest by applying scientific concepts to real-life scenarios” (Bybee & Bloom 2005).  The selection explains the goals of the scientific inquiry model and how the scientific concepts are connected to the curriculum.  The scientific inquiry model is tied into the National Science Education Standards.  Benefits of the scientific inquiry model can be seen in the capability of ongoing assessments and the implementation of science classroom and personal safety. The reading provides a detailed section to explain how the 5E instructional model is used to enhance active learning that is inquiry based.  A chart is provides as a guideline to show what both the teacher and student should be doing during each phase of the 5E model in a science inquiry lesson.  The reading selection provides examples of timelines and formatted lessons as well.  

Ideas for possible proposals

A possible proposal that uses the 5E instructional model as a framework to facilitate science inquiry based lessons, might be surrounded around types of circuits.  This proposal would be aligned to the Texas Essential Knowledge Standards (TEKS) for 5^th grade science.  Specifically, TEKS 5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy 5.6(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound 5.6(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water. In this possible proposal, students would explore the different types of circuits that are present in the real world. To engage students, the teacher could lead a class discussion and demonstrate the effects that a single light “bad light bulb” may have when using Christmas lights. To explore, students would manipulate science materials in order to create different types of circuits. For the explanation portion of the proposal, students might conduct research regarding the real life connections that are aligned with the learning objectives. The elaboration portion of the proposal would allow students to find a real world situations where students will build and design circuits that are developed for a burglar alarm. Finally for the evaluation portion of the scientific inquiry proposal using the 5E model would talk place in the form of a summative assessment based on the learning targets established at the beginning of this lesson through the TEKS.  One collaborator in this proposal could be the El Paso Electric Company.  The El Paso Electric Company could allow students to take a tour of the Electric Company as well as allowing students to take part in some activities that enhance their understanding of different types of circuits.

Concerns and questions for the readings or proposals

Often times in science lessons, when students are working in groups, there is usually a person that takes the lead and sometimes prevents others from participating equitably.  What strategies can be implemented to ensure that all students are participating and communicate their voice when working in scientific inquiry lessons where students may have different ideas about how to proceed with the inquiry based problem?

References

Bybee, R. & Bloom, M. (2005). at., Doing Science: The Process of Scientific Inquiry. 
                Center for Curriculum Development. Colorado Springs, CO.