La P édagogie par Probl èmes

1. La Pédagogie par Problèmes George Watsonghw@udel.edu Institute for TransformingUndergraduate Education College of Arts and ScienceUniversity of Delaware Colloque sur l’Apprentissage dans l’Enseignement SupérierurFORMASUP, Lille, FranceOctober 10, 2002

2. I would like to thank: Jacques LESENNEPrevious Director Yves EMERYPresident Jean-Paul BRICOUT Director FORMASUP visitors to Delaware Jon Pilch

9. John Dewey: Un vrai apprentissage est basé sur la découverte guidé par un mentor plutôt que par la transmission des connaissances.

10. Caractéristiques Nécessaires pour un diplomé d’université Haut niveau de compétence en communications. Capacité pour définir les problèmes, rassembler et évaluer les informations, développer des solutions. Esprit d’équipe – habileté de travailler avec les autres. Aptitude d’appliquer les atouts mentionnés pour résoudre les problemes dans un contexte compliqué d’un monde réel. Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

11. La compétence Tout le monde est maintenant d’accord avec la définition que je vais rappeler – c’est un ensemble de connaissances de savior-faire ou expériences, et de comportements appréciés en milieu de travail. From Notre futur: le Plan quinquennal 2001-2005

12. Apprentissage Coopératif : Que nous revèle la recherche? Réussite universitaire: niveau élevé d’accomplissement, y compris dans l’acquisition de connaissances, exactitude, creativité dans la résolution des problèmes, dans un niveau de raisonnement plus élevè. Johnson, Johnson, and Smith (1998 )

13. Apprentissage Coopératif : Que nous revèle la recherche? L’effet sur l’attitude: persistance afin d’atteindre le but, motivation intrinsèque, application des connaissances dans d’autres situations, plus de temps sur la tâche. Johnson, Johnson, and Smith (1998 )

14. Qu’est-ce que le Problem-Based Learning? PBL Apprentissage parrésolution de problèmes ARP

15. Qu’est-ce que le PBL? PBL est une méthode d’instruction qui pousse les étudiants à “apprendre comment apprendre”, en collaborant dans un groupe à la recherche des solutions pour des problèmes du monde réel. PBL prépare les étudiants à penser en critique avec un esprit d’analyse, et à trouver et employer les ressources convenable à l’apprentissage.

16. “L’idée principale derrière PBL, c’est que le point de départ pour l’apprentissage devrait être un problème, une question, ou une énigme que l’apprenti désire résoudre.” Boud (1985)

17. Quels sont les traits communs de PBL? Apprentissage initié par un problème. Problèmes basés sur situations compliquées d’un monde réel. Information nécessaire à la résolution des problèmes n’est pas donnée au début. Etudiants identifient, trouvent, et emploient les ressources appropriées. Etudiants travaillent en groupes permanents. Apprentissage est actif, intégré, cumulatif, et connecté.

18. PBL: Le processus Problème présenté aux etudiants. Ils organisent leurs idées et leurs connaissances préalables. Etudiants posent questions, afin de définir ce qu’ils savent et ne savent pas. Not known = learning issue Responsabilité pour questions assignée, discussion des ressources. Research learning issues. Rassemblement, exploration des informations récemment acquises, raffinage des questions. New learning issues?

19. Le Cycle de Problem-Based Learning Survol Problème, Projet, ou Répartition Mini-cours Discussion en groupe Discussion en classe Préparation du “Produit” du groupe Recherche Discussion en groupe

20. Traditional Way: Conservation of Momentum momentum before collision = momentum after collision Define momentum. Consider one dimension. Work example. Consider two dimension. Work example. Assign homework.

21. A Day in the Life ofJohn Henry, Traffic Cop • At 13:20 on the last Friday in September, 1989 a frantic call was received at the local police station. There had been a serious automobile accident at the intersection of Main Street and State Street, with injuries involved. Lt. John Henry arrived at the scene 10 minutes after the phone call and found that two cars had collided at the intersection. In one car, the driver was unconscious and in the other car both driver and one passenger were injured. • After the emergency vehicles transported the injured to the hospital, Lt. Henry's responsibility is to investigate the accident in order to determine whether one of the drivers (or both) is responsible. With the severity of injury in this accident, the investigation is critical because there may be a fatality involved. • Questions: • What questions does John Henry have to answer in this investigation? What measurements does he need to take? What data should he collect? What other information does he need to record in order to aid the investigation? What physics principles will John Henry need to use in order to help analyze the data and answer his questions? • If two cars moving at right angles to each other collide, in what direction do you expect the cars to be moving after the collision? • What factors will influence the direction and distance traveled after impact?

22. A Day in the Life ofJohn Henry, Traffic Cop • Refer to the attached sketch. Main Street, a thoroughfare, has a 45 mile per hour speed limit. State Street also has a 45 mile per hour limit, but has a stop sign on either side of the road. Vehicle 2, which weighs 5800 lbs, skidded for 24 feet before coming to a stop next to the utility pole, marked Dec#20. Vehicle 1, which weighs 2060 lbs, showed no skid marks after the impact and came to a rest next to the house on the corner. Looking at the impact areas of the cars, it was clear to Lt. Henry that the cars impacted at right angles, hitting the front right bumper of vehicle 2 and the front left bumper of vehicle 1. After impact, they initially were traveling in the same direction. Lt. Henry noted that the weather was clear and sunny, 69degF and the roadway was dry. • Before John Henry got any further in his analysis, he was informed that driver who was unconscious at the scene of the accident died at the hospital. • Questions: • Can you make an educated guess about which driver died based on the evidence so far? Justify your answer. • Why would John Henry note the weather and the condition of the road? • Why did vehicle 1 travel further than vehicle 2?

25. Collaborative workspace Flexible furniture in PBL classroom

26. Le trio gagnant FORMASUP l’apprenti l’enterprise C.F.A.

27. Problem-Based Learning students real-worldproblems professors

28. Problem-Based Learning students real-worldproblems professors

29. What is in a name? Apprenticeship Problem-Based Learning The issue of image…

30. Image is nothing. Thirst is everything. Obey your thirst!

31. Similar Challenges Students perceive it as more work. Professors were trained in classical way. Parents were trained in classical way. Professors do not ‘work in the real world’.

32. Positive Similarities Practice does not follow theory, but accompanies it. Context is important, very important. Students are responsible for their learning. Students remain at the center of our efforts. PBL at Delaware for 10 years.Congratulations to FORMASUP on a successful and excellent 10 years!