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Shifting the Language of Research Using Problem-based Learning

Shifting the Language of Research Using Problem-based Learning. Mark Dibble Texas Lutheran University. What are you doing when you do research?. Student view of research. Research is about finding information Research is about finding information on a topic Research is static.

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Shifting the Language of Research Using Problem-based Learning

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  1. Shifting the Language of Research Using Problem-based Learning Mark Dibble Texas Lutheran University

  2. What are you doing when you do research?

  3. Student view of research • Research is about finding information • Research is about finding information on a topic • Research is static

  4. Faculty view of research • Research is about answering questions, solving problems • Problem based, not topic based • Questions direct the research • Circular – information leads to more questions, more things to explore

  5. The Problem • Students are confused about what research is actually about. • Students do not view research the same way as faculty

  6. What are you doing when you are doing research? Research is not about finding information for information’s sake Research is not about topics. Instead, research is about solving problems, answering questions

  7. Topics • Large • Unfocused • Static • Offers no direction

  8. Research Problems • Focused • Directed • Smaller than topics • Have a purpose

  9. Example of a topic Movie Times

  10. Example of a Research Problem When and where is “Movie X” playing?

  11. Example of a Topic Medical Ethics

  12. Example of a Research Problem Recently a medical researcher in Korea was accused of falsifying his research. What effect do his actions have on other medical research efforts? Why might a researcher make false claims? What role does the medical community play in “policing” research results?

  13. Example of a Research Problem For the last couple of years, Dove has run an advertising campaign featuring “real women.” Does an advertising campaign like this differ from traditional advertising for hygiene care products? How does advertising influence our ideas of what products a “real women” should use or how they are suppose to look?

  14. Example of a Research Problem Many issues have come up during the presidential debates. One issue which has caused some division is the issue of illegal immigration. One idea which has been proposed to control illegal immigration is the building of a fence between the United States and Mexico. What would building a fence along the boarder entail and would it be successful in controlling illegal immigration?

  15. More on Topics Topics do not eliminate any avenues to explore. Everything is open. There is no automatic way to limit information.

  16. More on Research Problems Research problems close some avenues of research. Not all information will answer a research problem.

  17. Problem-based Learning • Provides a pedagogical method for focusing on research problems • Provides a way to model good research problems to students • Provides a way to show the difference between topics and research problems

  18. What is Problem-based Learning • Developed in Medical Schools • Designed to mirror real world situations • Is student focused • Involves hands-on activities • Instructor serves as a guide not the giver of knowledge • Mirrors the research process • Relates to the Information Literacy Process

  19. Why use Problem-based Learning • It is student focused – wanted to shift the learning from lecture to hands-on • It can be used to model the research process • Students know how to find information already – the key is teaching them to find good information

  20. Our Learning Objectives • To get students to think about why they are doing research • Model good research questions • Shift the emphasis away from just finding information to thinking about what information one needs to find

  21. Our Learning Objectives • Show students that they need to think about their research before they look for information • Show students that different search tools provide different types of resources

  22. Applying Problem-based Learning • Composition class – first time we are seeing the students • Meet with the classes twice

  23. 1st Session • In the classes normal classroom • Introduce students to research problem • Students work in groups • Guided by worksheet • Instructor monitors progress and offers suggestions to groups

  24. 1st Worksheet Research Problem: With the increased reliance on standardized tests to measure academic achievement, everyone needs to be assured that the tests do not have any bias.  Is there a difference between the way the genders are taught and take tests?  Could these differences create an inherent bias in standardized tests? • What information will you need to solve this research problem?

  25. 1st Worksheet cont. • Where do you think you will find this information? • Search strategy, what keywords and phrases will you use to search for information? • Between now and when you come to the Library work through the Bulldogs Basic Skills tutorial at http://www.tlu.edu/library_bbs_main.

  26. 2nd Session • In library computer lab • Students stay in groups from 1st session • Each group has select resources to explore • Guided by worksheet • Instructor monitors progress and offers suggestions to groups

  27. 2nd Worksheet Using your search strategy suggestions from part 1, explore to following sources to see if you can find appropriate information resources to answer your research problem. Library Catalog Academic Search Complete Lexis-Nexis Academic Universe These resources are available on the Library homepage: http://www.tlu.edu/library. Academic Search Complete and Lexis-Nexis are available by following the “Database Link.” • What keyword(s) or search phrase did you start with? • Does your search strategy provide you with good results? What criteria are you using to judge your results?

  28. 2nd Worksheet cont • What type of resources are you finding with: Library Catalog: Academic Search Complete: Lexis-Nexis: • Will these allow you to answer your research problem? • Why or why not?

  29. 2nd Worksheet cont • Do you need to adjust your search strategy? • Why or why not? • What additional information do you think you will need to answer your research problem?

  30. What using Problem-based Learning Does • Students build on own prior knowledge • Involves active learning – students are not passive learners • Is relevant to what students are already doing. • Students focus on finding only relevant information

  31. Working with Faculty • Librarians work with faculty to design a research problem which relates to the class • Faculty need to shift their language from topics to research problems

  32. What using Problem-based Learning has shown us • Students are concrete thinkers • Students become involved in the process • Librarians are able to see how students think about research • Increase in the “ah hah” moments (Boolean operators)

  33. Conclusions • Librarians need to model research as it is done by faculty • Research is about solving research problems • Problem-based learning provides a good framework for teaching students how to conduct research

  34. Thank you Mark Dibble mdibble@tlu.edu

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