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Objective
At the end of this lecture, you should be able to: Construct problems for Problem Based Learning (PBL) Conduct PBL
What is PBL?
What is PBL?
Approach of curriculum and instruction which put the students in an active role where they try to solve real world problem The students are give a role as a stakeholder
Students generate their own strategy, would defining the problem, gathering information, analyzing data, building hypothesis, comparing strategies again, and sharing information and strategies with others
To help the students finding the relationship between everyday experiences and the knowledge Create and sustain mental connection
Guide the students to implement each steps of PBL. Set a time limit for each step Be flexible when support the students to learn PBL When giving hints or instruction to students, always turn them into question form
Present the problem by distributing handout Lectures can be provided within PBL process to help students move forward so that they can explore of new concepts
Develop handouts to convey the science concepts to the students Names the handout as resources The resources only can be distributed to the students after their content have shown up on the learning log
Each students must have a book called learning log to set up the structure for PBL
Students receive the problem One student read the problem loudly Students list out Things Students list out Things That Students read the Hint That They Already They Havent Know Yet Questions Know Students list out Biology Teacher gives hints about Biology Concepts They Should Concepts They Should Learn Learn Teacher distributes the Source of Information hand-out Students read the handout to study Biology concept Teacher helps the students to understand the Biology concepts
Students suggest several solutions Students choose the best solution Teacher asks each group to report the solution to the whole class Teacher explains in brief about the biology concept they should learn Students give some feedback towards the problem
How to guide students to drive students to discover the physic concept when they are defining the ill structured problem?
Physics concepts that should be learnt Start Information from the problem
START The victim feel so cold because of the flood and rain
Feel Cold?
Low temperature?
Temperature
Need source?
Heat energy
What process? Cara pastikan suhu kembali pada aras suhu normal? Thermal equilibrium 3
What instrument?
Thermometer
How it is operated?
Thermometry
END
The flowchart will help you as a teacher to give hints to the student to extract the physics concepts
Explain the assumption behind a statement to invite student participation Frame the problem and state the goal Refocus on what should be considered by giving an explanation Think aloud Give series of questions in a logical manner
Encourage other student to participate into the ongoing discussion Ask other student to test the assumption Model commenting Model questioning Think aloud while ask student to join the thinking process
Keep on probing students Turn any hints into question Ask a leading question such as Dont you think we should list out this physics concepts as THINGS WE SHOULD LEARN?
Explain the assumption behind a statement to invite student participation Teachers scripts: The victims feel so cold. Is this
Example One
means that the victims body temperature is low? But hows that happen?
Example Two
Frame the problem and state the goal Teachers script: If we refer to the problem, the aim is
to retain back the victims body temperature back to the normal condition. Does that mean that you should heat the victims body so that he is not feeling cold anymore?
Example Three
Refocus on what should be considered by giving an explanation Teachers script:-
You want to increase the victims body temperature from low to normal temperature The victim needs a energy resources in order to do that
Example four
Think aloud Teachers script:
I think that we should give attention to the process involved when the victims body temperature is raising up
Example five
Give series of questions in a logical manner Teachers script:
Just now, you have thought about ways to retain back the victims body back to normal temperature, now let us concentrate on ways to ensure the victims body is really in normal condition?
victims body temperature? Is this the way we should determine the victims body is in the normal condition?
Example Six
Encourage other student to participate into the ongoing discussion Teachers script What is your opinion, Wahab? Do you
think that we need a tool to determine the victims body temperature is in the normal condition?
Example Seven
Ask other student to test the assumption Teachers script If we refer to the problem, the
seller claim that the pan that he sell able to fry fish in shorter time compare with other types of pans. Does that mean the pan is easier to be heated compared with other pans?
Example Eight
Model commenting Teachers script:
I think that the keyword that we should find here is the heating process? Why do I think about the heating process?
is given by him is related with the effort to fry the fishes. When we want to fry the fish, we need heat energy to heat up the oil. Then, we could fry the fishes. But, before that we should heat the pan first.
Example Nine
Model questioning The seller mentions that the pan can
fry the fishes in shorter time because the pan is made from special metal. I wander do you know which metal has a temperature which can rise up very fast. Is that mean the types of the metal is a factor which affect the rate of the temperature increment?