copyright © 2004 s. b. egli exit googlegooglegooglegoogle problem/problem-based learning… not the...

Copyright © 2004 S. B. Egli

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Problem/Problem-Based Problem/Problem-Based Learning…Learning…

not the norm?!?!not the norm?!?!

Challenges to Challenges to Implementation of Inquiry-Implementation of Inquiry-based pedagogies in based pedagogies in Secondary Education Secondary Education


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What is inquiry?What is inquiry?

Inquiry-based learning in science means that students develop understanding through using mental and physical skills to gather evidence about the natural and made world.


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Why InquiryWhy Inquiry

Students at all grade levels and in every domain of science

should have the opportunity to use scientific inquiry and

develop the ability to think and act in ways associated with

inquiry...(National Science Education Standards, NRC 1996, p.

105)ww


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Othe Common Features of Inquiry Othe Common Features of Inquiry ApproachesApproachesStudent CenteredStudent Centered

Group-workGroup-work

TechnologyTechnology

Teacher as a facilitator rather Teacher as a facilitator rather than knowledge providerthan knowledge provider


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Focal Pedagogy for this ReportFocal Pedagogy for this Report

Problem-based learningProblem-based learningProblem-based Learning: PBL is any Problem-based Learning: PBL is any

learning environment in which the problem learning environment in which the problem drives the learning. That is, before students drives the learning. That is, before students learn some knowledge they are given a learn some knowledge they are given a problem. The problem is posed so that the problem. The problem is posed so that the students discover that they need to learn students discover that they need to learn some new knowledge before they can solve some new knowledge before they can solve

the problem.the problem.


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Characteristics of Project-Based Characteristics of Project-Based Learning Learning

Problem/Project Problem/Project is is the the curriculumcurriculum

Driven by a question or problemDriven by a question or problem

Students perform a constructive Students perform a constructive investigationinvestigation

Student drivenStudent driven

Realistic (authentic?)Realistic (authentic?)


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Crucial ConceptsCrucial Concepts

Is driven by ill-structured Is driven by ill-structured questions questions (Barrows, 1992)(Barrows, 1992) or an or an ill-defined problem ill-defined problem (Stepien and (Stepien and

Gallageher, 1993)Gallageher, 1993)


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AssumptionsAssumptions

Project-based and Problem-based Project-based and Problem-based are considered one in the same are considered one in the same because of the shared criteriabecause of the shared criteria

Studies of other inquiry based Studies of other inquiry based methods are also included when they methods are also included when they share those same fundamental share those same fundamental characteristicscharacteristics

Do not distinguish between ‘turn-Do not distinguish between ‘turn-key’ and teacher initiated programskey’ and teacher initiated programs

Try to avoid consideration of Try to avoid consideration of methods that are missing criteriamethods that are missing criteria


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CaveatesCaveates

so many different variations of PBL so many different variations of PBL exist, from very "pure" to very "impure" exist, from very "pure" to very "impure" and each variation is called PBL for and each variation is called PBL for purposes of reporting the researchpurposes of reporting the research

same criticism could be made of same criticism could be made of lumping all "traditional" curricula lumping all "traditional" curricula together as if there were not significant together as if there were not significant differences between different types of differences between different types of

"traditional" curricula."traditional" curricula.


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Expected PracticesExpected Practices

How are we supposed to teach?How are we supposed to teach?Inquiry oriented methodsInquiry oriented methods

Problem solvingProblem solving

Student CenteredStudent Centered

Use technology as a toolUse technology as a tool

Model inquiry aspect of ScientistsModel inquiry aspect of Scientists

Authentic ContextsAuthentic Contexts

Authentic AssessmentAuthentic Assessment


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How are we teaching?How are we teaching?

Not much has changed?Not much has changed?

Statistics from National Studies do Statistics from National Studies do not directly assess this but provide not directly assess this but provide indicatorsindicators

Direct Instruction and Textbook work Direct Instruction and Textbook work Remain as the dominant form of Remain as the dominant form of instructioninstruction

Less than 10% of normal science Less than 10% of normal science class actvities include computersclass actvities include computers


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How are we teachingHow are we teaching

Percent of Classes

Physics All Other Sciences

Discussion 71 (5.6) 82 (1.5)

Students using calculators 66 (5.2) 23 (2.0)

Students working in small groups 53 (5.6) 52 (2.1)

Students completing textbook/worksheet problems

46 (5.4) 52 (2.4)

Students doing hands-on/laboratory activities

43 (5.4) 42 (2.1)

Students reading about science 12 (2.5) 27 (2.3)

Students using other technologies 10 (3.0) 10 (1.4)

Test or quiz 10 (2.9) 13 (1.2)

Students using computers 9 (2.9) 7 (1.1)

None of the above 1 (1.0) 2 (0.5)

High School Physics Classes Participating

in Various Activities in Most Recent Lesson


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How are we teachingHow are we teaching

Average Percentage of High School Physics Class Time Spent on Different Types of Activities

Physics All OtherSciences

Whole class lecture/discussion 36 (3.0) 37 (1.1)Working with hands-on, manipulative, or

laboratory materials 22 (4.5) 22 (1.2)

Individual students reading textbooks, completing worksheets, etc.

14 (3.0) 14 (0.9)

Non-laboratory small group work 11 (2.0) 9 (0.8)Daily routines, interruptions, and other non-

instructional activities 10 (0.7) 11 (0.3)

Other activities 7 (2.1) 7 (0.6)


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WHY?WHY?

What are the barriers to wide-What are the barriers to wide-spread implementation of inquiry-spread implementation of inquiry-based methods in our classrooms?based methods in our classrooms?

Student factors Student factors

Teacher factorsTeacher factors

Institutional factorsInstitutional factors


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Student FactorsStudent FactorsStudy of Middle School Science (Krajcik et al., Study of Middle School Science (Krajcik et al., 1998)1998)

Emotional Development/MaturityEmotional Development/MaturityInsecurity/Fear of UnknownInsecurity/Fear of Unknown

Trouble working in groupsTrouble working in groups

Intellectual/Cognitive Intellectual/Cognitive DevelopmentDevelopment

Trouble generating meaningful scientific Trouble generating meaningful scientific questions, questions,

Difficulty developing a logical argument to Difficulty developing a logical argument to support claimssupport claims

Core Skills DeficitsCore Skills DeficitsBackground Knowledge/Fundamental skillsBackground Knowledge/Fundamental skills


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Student FactorsStudent Factors

DisciplineDisciplinePlanningPlanning

Time ManagementTime Management

Maintaining MotivationMaintaining Motivation

Staying engaged for extended Staying engaged for extended periodsperiods

Lack of access to technology at Lack of access to technology at homehome


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Barriers Stated By TeachersBarriers Stated By Teachers

state-mandated curricula and the accompanying high-stakes final exams

other constraints related to time

students’ expectations and abilities

teachers’ fear of launching into the unknown. (Trautman,2004)


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Barriers Ranked by TeachersBarriers Ranked by Teachers

1.1. FeedbackFeedback2.2. Rewards and IncentivesRewards and Incentives3.3. MotivationsMotivations4.4. Knowledge and SkillsKnowledge and Skills5.5. ExpectationsExpectations6.6. CapacityCapacity7.7. TimeTime8.8. Environment & ToolsEnvironment & Tools9.9. SupportSupport


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Teacher FactorsTeacher Factors/Challenges/Challenges

Existing Knowledge/BeliefsExisting Knowledge/BeliefsConflict between new and existing Conflict between new and existing

beliefsbeliefs

Not really understanding the Not really understanding the fundamental underpinnings of IBL, thus fundamental underpinnings of IBL, thus not really buying in to itnot really buying in to it

Not accepting that IBL requires that Not accepting that IBL requires that students construct their own students construct their own understanding rather than cover every understanding rather than cover every fact and conceptfact and concept


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Changing RoleChanging RoleNo longer ‘the source’No longer ‘the source’

Anxiety/stress/uncertaintyAnxiety/stress/uncertainty‘‘Congnitive load’ Congnitive load’

ControlControlBalance control with students need Balance control with students need

to work on their ownto work on their own


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Real-World ExperienceReal-World ExperienceLack of real world experience makes it Lack of real world experience makes it

more difficult to create authentic more difficult to create authentic problemsproblems

TechnologyTechnologyNot Understanding the role of Not Understanding the role of

technology as a cognitive tool, not an technology as a cognitive tool, not an instructional aidinstructional aid

Not undertanding how to apply as a tool Not undertanding how to apply as a tool in an inquiry rolein an inquiry role


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Teacher Factors/ChallengesTeacher Factors/Challenges

Supporting student learningSupporting student learningKnowing when to provide modeling and Knowing when to provide modeling and

feedback and when/how long to allow feedback and when/how long to allow students to ‘struggle’ with a problemstudents to ‘struggle’ with a problem

Lack of Experience with Lack of Experience with inquiry-based methods as inquiry-based methods as either a student or a teachereither a student or a teacher


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School/Institutional FactorsSchool/Institutional Factors

Fixed and Inadequate Fixed and Inadequate resourcesresources

Inflexible schedulesInflexible schedules

Incompatible technologies Incompatible technologies (Edelson et al. 1999)(Edelson et al. 1999)

Class Size & CompositionClass Size & Composition

District curricular policiesDistrict curricular policies(Blumenfeld,Krajcik,Marx, & (Blumenfeld,Krajcik,Marx, &

Soloway(1994)Soloway(1994)


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School/Institutional FactorsSchool/Institutional Factors

MoneyMoney

SupportSupport

Professional DevelopmentProfessional Development

Emphasis on Test ScoresEmphasis on Test Scores

Administration Lack of Administration Lack of Understanding of MethodsUnderstanding of Methods

InertiaInertia


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Some of it is just because it’s Some of it is just because it’s differentdifferent

Most of the studies include sample Most of the studies include sample populations who are unexperienced, populations who are unexperienced, or new to, inquiry-based approachesor new to, inquiry-based approaches

Teaching/Learning in an inquiry Teaching/Learning in an inquiry structured curriculum is new to most structured curriculum is new to most of usof us


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Some of it is just because it’s Some of it is just because it’s differentdifferentStudents and teachers go Students and teachers go

through normal psychological through normal psychological stages associated with trauma and stages associated with trauma and griefgrief

how students get through how students get through “journey from dependence to “journey from dependence to intellectual autonomy” can vary intellectual autonomy” can vary greatly greatly


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Can we change?Can we change?

Students?!Students?!Do they need to change? How?Do they need to change? How?

Individual effortsIndividual effortsWhat should individual teachers What should individual teachers

do?do?

Can teachers learn to collaborate?Can teachers learn to collaborate?

Institutional OverhaulInstitutional OverhaulWhat must be done to support the What must be done to support the

teachersteachers

Is IBL even compatible with Is IBL even compatible with standards-based assessmentstandards-based assessment


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Many of the answers are support Many of the answers are support relatedrelated

Teachers provide ‘scaffolding’ to Teachers provide ‘scaffolding’ to support student effortssupport student efforts

Teachers are provided with Teachers are provided with Scaffolding to support their effortsScaffolding to support their efforts


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Most are in PreparationMost are in Preparation

Pre-service teacher education Pre-service teacher education must change to emphasize inquirymust change to emphasize inquiry

In-service professional In-service professional development must be backed up development must be backed up with on-going supportwith on-going support


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Questions for further researchQuestions for further research

Is IBL appropriate for all pedagogical Is IBL appropriate for all pedagogical contexts?contexts?

Every subject? All ages? Special Every subject? All ages? Special needs?needs?

Is it economically feasible?Is it economically feasible?Can we afford it? Will teachers work Can we afford it? Will teachers work

harder?harder?

Should it be used exclusively?Should it be used exclusively?Maybe some combination of Maybe some combination of

methods?methods?

What about the textbook cabal?What about the textbook cabal?IBL helps emphasize the obsolesence IBL helps emphasize the obsolesence

of textbooks.of textbooks.

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