Student Learning II: Case Studies,
Problem
-
Based Learning and the 3 Ps
Ben Scholars Institute
December 8, 2006
Overview
•
Brief Introduction to BioQUEST and 3Ps
•
Small group activity addressing the
potential impact of technologies on teaching
and learning
•
Cases and Problem Spaces as instructional
strategies
•
Challenges as we move forward
The BioQUEST Curriculum
Consortium Community
BioQUEST Curriculum Consortium’s
3 P’s:
Problem Posing
Problem Solving
Persuading Peers
Michael is a structural biologist at Stanford University
Quote is from
Naturejobs
389
, 25 September 1997, 420 (1997)
Using Technology To Solve
Problems
Technological advances support progress
because they remove barriers to traditionally
difficult tasks.
What are the primary teaching/learning
problems that you see technology helping you
overcome? How does technology allow you to
teach better and allow students to learn more
effectively?
Activity Structure
•
Groups of 3 (heterogeneous)
•
3 minutes on individual brainstorming
•
5 minutes on group brainstorming
(not serial presentation)
•
5 minutes on collaborative production of a
representation of your ideas
•
3 minutes on individual reflection
•
Sharing
Task
Represent your “model” of the
teaching/learning process and indicate ways
that uses of technology can contribute to
student understanding.
Technology supports pedagogical strategies.
Pedagogy reflects our assumptions about
teaching and learning.
Thus
-
if we don’t revisit our assumptions
about teaching and learning it is very
different to update our pedagogy.
Creating inquiry opportunities
Biological
Principles
Data
Sets
Analysis
Tools
Establishing a Problem Space
Creating problem
spaces that provide a
rich context for using
bioinformatics data
and tools allows
students to focus on
using their
understanding of
biology to investigate
meaningful questions.
Biological
Principles
Data
Sets
Analysis
Tools
Problem
Space
Investigative Cases
•
Opportunities to engage students with
applications of biological knowledge
•
A variety of format exist for structuring
tasks and providing information.
•
They share several features including:
–
Contextualizing applications of knowledge
–
Provide multiple/flexible solution paths
–
Shift responsibility for learning to students
Open Funnel Case Model
Rich
Scenario
Tools
Data resources
Perspectives
Divergent
Outcomes
Epistemic discourse vs. epistemological practices
Hogan, 2000; Sandoval & Morrison, 2003
Scaffolding argumentation
Sandoval & Reiser, 2004
Invention to support future learning
Schwartz & Martin, 2004
Misconceptions/conceptual change
Posner, Strike, & Hewson, 1982
Foregrounding epistemology
Technology is not a solution
Technology is an amplifier
There is a danger that the integration of new
technologies will further reify practices that
have been shown to be ineffective.
Technology should be used to
make learning easy and fun
We all learn to “code
-
switch” so that we can
participate in multiple cultures. We have the
responsibility of establishing the science
classroom culture.
Technology makes it easier to
present information in a way that
students understand
The logic of disciplinary understanding that
we have internalized is a rational
reconstruction and does not necessarily
represent the process of learning. It is a
product of learning
Challenge for BEN:
Balance the twin goals of
providing easy access and
transformative tools
One involves working within our existing
assumptions and the other involves
challenging them.
Take away points
Teaching for understanding involves explicitly
addressing features of disciplinary practice.
Important features of disciplinary practices are tied
to the details of making knowledge claims.
Technology itself does not shortcut the challenge of
teaching for understanding.
Moving in this direction will require
epistemological, methodological and ontological
insights into the discipline (faculty and students).
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