Course assignment - Reflection 5
The topic of this weeks’ reflection is the Problem-Based learning. This instructional method is conceived as one of the most innovative in educational settings. The first field that used this method was the medical field. Medical students needed experience solving real life problems. After excellent results in the medical field, fields like administration, physics, nutrition, criminal justice and education have adopted the problem-based learning. The problem-based learning was created following some core aspects of the constructivism like individual and group knowledge gained through social interactions and reinforced by the educational environment, multiple perspectives allow learners to construct their knowledge.
The goal of problem-based learning increases students’ learning in order to let them solve problems related to their field. To achieve this, it is necessary to construct significant problems, that allow students to address simulations and finally solve the problems.
There are some aspects during problem-based instruction: is required to create groups with no more than 6 students, during group work students will try to identify and define the problem to later work to complete assignments that help them to generate a hypothesis to solve the problem.
As teachers, we need to identify a different kind of skill that problem-solving can help us to strength in our students. Empirical evidence showed that higher order thinking, self-directed learning, self-perception, and confidence are some of the skills that students can strength while working with PBL.
I have used this approach once, but I would like work in a proposal to implement a better-planned project. I would like to use problem-based learning with the use of technology to solve real life problems, I still have questions about what kind of subject to use but I really like the idea of implementing this instructional method.
As mentioned by Hande, Mohammed & Komattil (2015) in their empirical study, the problem-based learning approach helped students to acquire generic skills and favorable attitude and behavior. For my proposal, I would like to use the approach to not only acquire knowledge but to help students to contextualize it in their real life.
I would like to develop certain kind of problems related to the implementation of mathematics and technology in students’ real life contexts. I always remember that mostly all my math teachers could not answer the question: What I can do with this (mathematics knowledge like derivatives, integrates, etc.) in real life? So now as a Ph.D. student I would like to contribute in this area even when I am not a mathematics teacher I think I can develop a project to address this problem, I still have questions on the implementation of problem-based learning like: how can I integrate technology and mathematics in an interesting project for students, how can I engage students in math projects?
References
Hande, S., Mohammed, C. A., & Komattil, M. (2015). Acquisition of knowledge, generic skills, and attitudes through problem-based learning: Student perspectives in a hybrid curriculum. Journal of Taibah University Medical Sciences, 10(1), 21–25. https://doi.org/10.1016/j.jtumed.2014.01.008
Hung, W., Jonassen, D. H., & Liu, R. (2007). Problem-based learning. In J. M. Spector, M. D. Merrill, J. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (Vol. 1) (pp. 485–506). New York, NY: Lawrence Erlbaum Associates.
Diana,
ResponderEliminarI like the connections you have made in your reflection about problem-based learning (PBL). It is indeed a constructivist type of learning because it allows learners to construct their knowledge just like we saw in conceptual change learning. The strengths you mentioned such as PBL enabling higher order thinking, self-directed learning, and confidence are all models that maximize the learning skills for all students while working with PBL. I am curious, you mentioned you have used this approach before and that you would like to implement a better planned project, and my question is why this approach was not efficient before? I would suggest for you to possibly give a little more detail about this concern leading up to your proposal reason or choice. You reflected on the question about “what can I do with this math (calculus, derivatives, integers etc.) in real life; this question I asked many times in middle and high school. Other learners and I have felt this frustration many times and the fact that you want to address this ongoing issue is wonderful. We have seen throughout all of our readings that it is important to clear up students misconceptions.
Hello Diana,
ResponderEliminarYou project proposal really demonstrates that you have some experience with this teaching method. The proposal is very well fleshed out for such an early stage. I can almost make out a full research question with just what you have written so far. At some places in your reflection, grammatical errors make it a little hard to follow you train of thought. It might be wise to take another review of your final draft next time. In your proposal, you mention a desire to solve “real world” problems. By this do you mean you want to look at problems taken from the real world or actually problems your students face in their lives at the time?
-SFM
Diana, I saw you are curious about the implementation of problem-based instruction using technology. Last year I used PBL curriculum using apps on iPads where students use Tinker by Autodesk. The challenge for the students was to learn basic game coding in order to develop an app which could be used to test a person’s reflexes and eye and coordination. This would be used for athletes to take a baseline at the beginning of the season. Then the test could be re-administered to the athlete after any type of blow to the area to identify the possibility of a concussion. Although this is a long involved process all groups were successful and the students enjoyed it. What type of technology focused PBL would you like to see?
ResponderEliminarSaludos Diana!
ResponderEliminarI enjoyed your summary on the topic of PBL. I really enjoyed your ideas on implementing this method as part of a proposal. I remember mentioning to the class demonstrating a software by the name of logger, which is perfect for what you want to do. I tried it as a problem based project with falling objects and the students still remember the project and the meaning behind it today! Take into account that this was last year! It was a perfect application for derivatives as students were asked to analyze the velocity of the ball at different points in time! I need to show you this! Great work!