Understanding Process and Content Outcomes in PBL

1. Understanding Process and Content Outcomes in PBL Saturday, February 9, 2008 JHU/MSU STEM Initiative

2. Session Goals • To understand process and content learning outcomes in STEM disciplines • To identify content outcomes embedded in STEM problem-based learning activities • To identify process outcomes embedded in STEM problem-based learning activities • To design STEM problems that incorporate specific content and process learning outcomes

3. What did you learn? • Recall last sessions’ problem Global Warming, CO2 uptake and Trees • What skills did you learn from engaging in this activity? • What information did you learn from engaging in this activity? • Share your learning outcomes with members of your group • Revise your list based on your discussion

4. What did you learn Part 2: • Recall the Material Science Problem from earlier today • What skills did you learn from engaging in this activity? • What information did you learn from engaging in this activity? • Share your learning outcomes with members of your group • Revise your list based on the discussion

5. Process and Content Outcomes Content Learning Outcomes: • Learning outcomes related to learning some specific subject matter, concept or idea (The What) Process Learning Outcomes: • Learning outcomes related to more general cognitive or problem solving strategies and skills applicable across varying subject matter (Kaput, 1992). (The How)

6. The PBL Controversy • Learning how vs. learning what • What do students learn from these discovery based activities? • How do we integrate these type of problems into the curriculum? • How can we “guarantee” that students will learn the skills and processes they need to know? (particularly to pass THE test)

7. Content Specific Inquiry-Based Problems • In Groups of Content Specific Teams • Examine the content specific materials • Physics- Active Physics • Mathematics- Math Connection, Core Plus Interactive Mathematics Program • Biology- BSCS Science: An Inquiry Approach • Chemistry- BSCS Science: An Inquiry Approach • Technology • Use content specific inquiry based materials to identify one “good” problem

8. Examining Content and Process Outcomes • Use the Process/Content Outcomes Table to Identify the content and process outcome imbedded in the problem your content group choose • Refer to the Core Learning Goals for your content area if needed

9. Co-Creating STEM inquiry-based problems In Interdisciplinary Teams: • Modify the content specific inquiry problem into a STEM based problem • Use the Process/Content Outcomes Table to Identify the content and process outcome imbedded in your group’s modified STEM problems

10. Core Learning Goals in STEM Examine the Core Learning Goals in your “specialty” area • Identify content and process outcomes that students could learn through engaging in the STEM problems your group created

11. Presentation Groups will share one modified STEM interdisciplinary problem with the whole group and the corresponding process and content outcomes associated with the STEM problem the groups created

12. Discussion • What did you have to take into account to transform discipline specific inquiry problems into STEM interdisciplinary problems? • How was the content and/or process outcomes broadened as a result?

13. Research says…….. Research shows that authentic multi-disciplinary problems allow students to systematically approach and solve a problem as scientists or mathematicians (Duffy & Cunningham, 1996).

14. Research says… • Interdisciplinary problems encourage self-directed learning (Yager, 1988), • Teacher serves as metacognitive coach (Gallagher, et.al, 1995) helps students understand the questions to asks during problem definition, information location, analysis and synthesis and sort through potential interpretations and/or resolutions (Barrows, 1988)

15. Research says cont.. • Problem-solving using ill-structured problems motivates students (Carter, 1988) • Students prefer being able to see the “big picture” in what they are studying and like learning through making connections (Tobias, 1990)

16. Research says…… Content Process Problem-based learning is organized around real-world problems PBL fosters facilitates active construction and application of concepts Students exposed to PBL tend to use their knowledge spontaneously to solve new problems (Bransford, Franks, Vye, & Sherwood, 1989) • PBL facilitates development of social and communication skills, integrates school education with real-life learning, and motivates students to become “self-directed learners.” • Co-construction of knowledge through collaborative problem-solving renders PBL consistent with the social constructivism paradigm • Students develop skills in collecting, evaluating, and synthesizing resources as they first define and then propose a solution to a multi‑faceted problem • Zion and colleagues (2004) also underscore the value of affective aspects, such as curiosity, amazement, challenges, and persistence in problem-based learning.

17. Research says… PBL tries to mirror the approaches and processes used by the scientists to solve real life problems Engages students in authentic problems and challenges to be addressed by the learners The inquiry process entails considering possible strategies to solve the problem; posing investigable questions and testable hypotheses; locating relevant conceptual knowledge and resources; conducting experiments; making observations; collecting, recording, and interpreting empirical data; offering plausible explanations, contemplating alternative arguments and solutions; and communicating findings through articulating compelling claims (Crawford, 2000; Colliver, 2000).

18. Unearthing the BIG IDEAS in STEM Disciplines Saturday, February 9, 2008 JHU/MSU STEM Initiative

19. Goals of Session • To distinguish the BIG IDEAS in STEM disciplines • To understand how to use STEM BIG IDEAS as a framework that guides instruction • To understand how content and process goals relate to the BIG IDEAS in STEM

20. BIG IDEAS in STEM • Imagine that we have lost all of the knowledge we know within our disciplines. What would be the big ideas we would need to reconstruct the body of knowledge we have now?

21. The Real Purpose of Teaching… • The real purpose of our teaching specific content goals is to develop and deepen students’ understanding of these big ideas • Thinking about teaching content in this way can transform the purpose of our teaching • It answers the question: Why are we teaching X?

22. Mapping Activity • Examine each of the Maryland State Core Learning Goals for your content area • Which BIG IDEA is each Core Learning Goal intended to develop? • How are the BIG ideas you just identified addressed in content specific problems? STEM problems?

23. Content is Fundamental if • Represents a central event or phenomenon in the natural world • Represents a central scientific idea and organizing principle • Has rich explanatory power • Guides fruitful investigations

24. Content is Fundamental if.. • Applies to situations and contexts common to everyday experiences • Can be linked to meaningful learning experiences • Is developmentally appropriate for students at the grade level specified

25. Reflections In Summary…. What new information did you learn as a result of your participation in this workshop? What new skill did you learn as a result of your participation in this workshop?