Double Entry Journal #13

Read the Introduction. What "dominant paradigm" is showing signs of wear?

The “dominant paradigm” that is showing signs of wear is the instruction by the teacher in a traditional approach where learning is textbook driven. Teaching in this manner is completed through lecture, discussion, and reading. The educational system needs to be moving toward project based learning to allow for student exploration using available resources.

According to the research, how does Project-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Benefits of project based learning show an increase in the ability to define problems (Gallagher, Stepien, & Rosenthal, 1992), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993), and enhanced ability to plan a project after working on an analogous problem-based challenge (Moore, Sherwood, Bateman, Bransford, & Goldman, 1996).

The students engaged in project-based learning demonstrated a significant increase in scores on a critical-thinking test, as well as increased confidence in their learning (Shepherd, 1998).

The PBL students had developed a more flexible, useful kind of mathematical knowledge that engaged them in “exploration and thought” (Boaler, 1997, p. 63).

References

Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and settings. Buckingham, UK: Open University Press.

Gallagher, S. A., Stepien, W. J., & Rosenthal, H. (1992). The effects of problembased learning on problem solving. Gifted Child Quarterly, 36, 195–20

Moore, A., Sherwood, R., Bateman, H., Bransford, J., & Goldman, S. (1996, April).Using problem-based learning to prepare for project-based learning. Paper presented at the annual meeting of the American Educational Research Association, New York

Stepien, W. J., Gallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted Child, 16, 338–357

According to the research, how does Problem-Based Learning support student learning better than traditional approaches? Describe three benefits and cite the studies.

Similar problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decision-making (see, e.g.

Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992)

This approach has been found to be better, though, in supporting flexible problem solving, application of knowledge, and hypothesis generation (for a meta-analysis, see Dochy, Segers, Van den Bossche, & Gijbels, 2003)

Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996) and to support their claims with well-reasoned arguments (Stepien et al., 1993).

References

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problembased learning: A meta-analysis. Learning and Instruction, 13, 533–568.

Hmelo, C. E. (1998b). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7(2), 173–208.

Schmidt, H. G., et al. (1996). The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71, 658–664.

Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model

and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments. Englewood, NJ: Educational Technology Publications, pp. 135–148.

Stepien, W. J., Gallagher, S. A., & Workman, D. (1993). Problem-based learning for traditional and interdisciplinary classrooms. Journal for the Education of the Gifted Child, 16, 338–357

Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. Journal of the Learning Sciences, 2(4), 367–42

According to the research, how does Learning by Design support student learning better than traditional approaches? Describe three benefits and cite the studies.

Studies found that the design project led to better learning outcomes than the traditional approach to instruction. They also noted that the design students learned to view the respiratory system more systemically and understood more about the structures and functions of the system than the comparison group (Hmelo, 2000).

Researchers also observed that design activities are particularly good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986).

The research team found that both higher- and lower-achieving students showed strong evidence of progress in learning the targeted science concepts, and that students were able to apply key concepts in their design work (Fortus, 2004).

References

Fortus, D., Dershimer, R. C., Marx, R. W., Krajcik, J., & Mamlok-Naaman, R. (2004).Design-based science (DBS) and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.

Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. Journal of the Learning Sciences, 9(3), 247–298

What are the differences between the three approaches?

These three approaches are very similar.

Problem-based learning is a student centered instructional approach. The students work cooperatively in small groups to investigate real-world problems that have more than one correct answer.

Project based learning is an instructional learning approach that is used in classrooms to solve a problem; it is an engaging and motivating approach. Inquiry is student-centered and involves group learning. Technology should be used and students will need to respond to a problem or challenge.

Learning by design is considered a backward design. It is the practice of looking at outcomes, in order to design curriculum units, assessments, and instruction. Students will need to create an artifact, which will require understanding and application of knowledge.

In your opinion, what is the most important benefit to learning that is common across the three types of inquiry-based learning approaches?

In my opinion, I believe the most important benefit that is common across the three types of the inquiry-based learning approaches is the cooperative learning aspect and student centered.