A Cognitive Rationale for a Problem-Based US History Survey

Wynn, Charles T.

doi:10.33043/th.40.1.28-42

Cited by 3 publications

(4 citation statements)

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“…The second is closed-systems formal thinking, in which students apply abstract reasoning to solve problems but do so in an absolutist way that often leads them to quickly select solutions based on what they consider to be similar problems they have encountered and "solved" in the past and to shut down further inquiry. This causes closed systems problem solvers to overlook important contextual variables, judge key aspects of the problem as irrelevant to the solution and select a "correct" answer they consider applicable to all similar problems (Wu & Chiou, 2008;Wynn, 2015Wynn, , 2018Wynn, Mosholder, & Larsen, 2014Wynn, Ray, & Liu, 2019). Vygotsky (1978) defined ZPD as "the distance between the actual developmental level as determined by independent problem-solving under adult guidance or in collaboration with more capable peers" (p. 89).…”

Section: Theoretical Framework Of the Pbl Modelmentioning

confidence: 99%

Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

Wynn¹

2022

JPBLHE

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This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills – those found in postformal thinking systems – and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students’ cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course.

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Section: Theoretical Framework Of the Pbl Modelmentioning

confidence: 99%

Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

Wynn¹

2022

JPBLHE

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“…al, 2009). The first system in this dual cognition dynamic is intuitive/emotional thinking, which is guided by an "if-it-feels-right-it-is-right" approach that leads students to shut down inquiry and accept their intuitive conclusion (Basseches, 2005;Berger, 2008;Wynn, 2015Wynn, , 2018Larsen, 2014, 2016;Wynn, Ray, & Liu, 2019). The second is closed-systems formal thinking, in which students apply abstract reasoning to solve problems but do so in an absolutist way that often leads them to quickly select solutions based on what they consider to be similar problems they have encountered and "solved" in the past and to shut down further inquiry.…”

Section: Theoretical Framework Of the Pbl Modelmentioning

confidence: 99%

“…The second is closed-systems formal thinking, in which students apply abstract reasoning to solve problems but do so in an absolutist way that often leads them to quickly select solutions based on what they consider to be similar problems they have encountered and "solved" in the past and to shut down further inquiry. This causes closed systems problem solvers to overlook important contextual variables, judge key aspects of the problem as irrelevant to the solution and select a "correct" answer they consider applicable to all similar problems (Wu & Chiou, 2008;Wynn, 2015Wynn, , 2018Wynn, Mosholder, & Larsen, 2014Wynn, Ray, & Liu, 2019). defined ZPD as "the distance between the actual developmental level as determined by independent problem-solving under adult guidance or in collaboration with more capable peers" (p. 89).…”

Section: Theoretical Framework Of the Pbl Modelmentioning

confidence: 99%

“…Relativistic thinkers recognize that reaching an accurate understanding of the context and complexities of a problem is key to developing workable solutions. They systematically look for multiple truths, multiple perspectives, complexities, and contradictions as they work to contextualize the problem through multiple frames of reference (Chang & Chiou, 2014;Chiou, 2008;Kahlbaugh & Kramer, 1995;Kallio, 2011;Kramer, 1983;Marchand, 2002;Sinnott, 1998;Wynn, 2015Wynn, , 2018. Dialectical thinkers combine relativistic considerations and recognize that contradictions within a problem are interrelated and connected.…”

Section: Theoretical Framework Of the Pbl Modelmentioning

confidence: 99%

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Helligsø¹

2022

JPBLHE

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We provide a narrative review of the crucial elements for online Problem Based Learning (PBL) and a reflective overview of factors to consider when temporarily moving to online tutorials, forming a practical guide for educators in the health professions and beyond. We give general set-up advice based on the literature and our own recent experience (tutor and learner observational feedback, departmental meeting notes, newly-developed written resources and performance reports) of transitioning between temporary online PBL and face-to-face PBL but note that the majority of this advice translates easily to many types of virtual, interactive tutorial. We also include contextual evidence and theories from existing literature, with a focus on online PBL facilitation, learning and quality assurance. Despite widespread implementation of online teaching, there remain unanswered questions about whether deep learning occurs. The focus of this reflective paper is to better align online PBL practice with the principles of contextual, active, collaborative and self-directed learning and learning issues to be pursued.

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Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach

Wynn

Mosholder

Larsen

2016

TLC

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This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.

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A Cognitive Rationale for a Problem-Based US History Survey

Cited by 3 publications

References 0 publications

Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

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Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach

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