Pitler, Hubbell, Kuhn, and Malenoski in this weeks reading layout the foundation for generating and testing hypotheses. They suggest that, “when students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (pg. 202). This line of thought is supported by Constructionism Learning as discussed by Dr. Orey. Dr. Orey states one of the key elements of the constructionist theory is that, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” One of the strongest ways to support this type of learning is through project based learning or problem based learning.
In both approaches students are constructing an artifact. They are involved in creating a product. In the problem based approach students are presented with a real world dilemma to investigate and report out on. There may or may not be a final answer. It is through the process and not the end result where the strongest opportunity for the learner to grow takes place. Students working through the problems that arise in such a project are confronted with different obstacles and questions to be addressed. An important factor to consider when using this approach is it can be a lengthy process, often taking more than one class period to complete.
Pitler, Hubbell, Kuhn, and Malenoski lay out six tasks educators may use to aide students in generating and testing hypotheses. They are “systems analysis, problem solve, historical investigation, invention, experimental inquiry, and decision making” (pg. 203).
Technology is a useful tool for this endeavor as it can help with the more tedious tasks of investigation and it provides a sleek way for students to present data. A specific example is the use of an excel to do calculations. Excel is also a good tool for generating graphs.
Even though I did not incorporate technology I have used a problem based learning approach. My students were upset over the lunch menu on day and we began an inquiry as to why this food had to be on the menu. It was chicken legs. The class gathered data as to favorite foods, representation of food groups, and how much food was wasted because items were served that students didn’t like. We took this data and presented in a graph to the principal. Unfortunately chicken legs are still on the menu, but we do have strawberry shortcake now. A real world problem and a real world solution.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
I love your real world problem. It was something that the students brought up, so it was obviously of interest to them. They gathered the data, and presented it. And best of all, it led to a change that the students wanted, and so the students have the positive reinforcement that their work was actually important. That is the ultimate example of a problem-based learning assignment.
ReplyDelete