Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

Tawfik, Andrew A.; Kolodner, Janet L.

doi:10.7771/1541-5015.1608

Cited by 66 publications

(41 citation statements)

References 66 publications

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“…One potential way to foster pre-service teachers' evidence-based reasoning is to implement more opportunities for collaborative reflection on authentic problem cases in teacher education (e.g., Kolodner 2006). Through case-based reasoning (CBR), students may gradually develop new strategies to understand and solve new problems (e.g., Tawfik and Kolodner 2016). When applying these strategies to authentic problem cases, they can test and practice these newly acquired strategies in simulated real-world situations.…”

Section: Reasoning About Authentic Problem Cases: Better Together?mentioning

confidence: 99%

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

2020

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This study investigates if collaboration and the level of heterogeneity between collaborating partners' problem-solving scripts can influence the extent to which pre-service teachers engage in evidence-based reasoning when analyzing and solving pedagogical problem cases. We operationalized evidence-based reasoning through its content and process dimensions: (a) to what extent pre-service teachers refer to scientific theories or evidence of learning and instruction (content level) and (b) to what extent they engage in epistemic processes of scientific reasoning (process level) when solving pedagogical problems. Seventy-six pre-service teachers analyzed and solved a problem about an underachieving student either individually or in dyads. Compared with individuals, dyads of pre-service teachers referred less to scientific content, but engaged more in hypothesizing and evidence evaluation and less in generating solutions. A greater dyadic heterogeneity indicated less engagement in generating solutions. Thus, collaboration may be a useful means for engaging preservice teachers in analyzing pedagogical problems in a more reflective and evidence-based manner, but pre-service teachers may still need additional scaffolding to do it based on scientific theories and evidence. Furthermore, heterogeneous groups regarding the collaborating partners' problem-solving scripts may require further instructional support to discuss potential solutions to the problem.

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Section: Reasoning About Authentic Problem Cases: Better Together?mentioning

confidence: 99%

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

2020

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“…But of vital importance to metacognitive monitoring is the use of feedback to inform reflection. Reflection promotes deep learning (Tawfik & Kolodner, ) when it is the product of thoughtful, recursive, and idiosyncratic reasoning. We claim that such reasoning is not amenable to preprograming, which may explain why reflection is widely missing in online learning (Rourke & Kanuka, ).…”

Section: Guidance For Research Opportunities In Is Management Educationmentioning

confidence: 99%

A storyteller's guide to problem‐based learning for information systems management education

Hull

Lowry

Gaskin

et al. 2019

Information Systems Journal

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More than a decade ago, evidence-based recommendations emerged regarding what students of information systems (IS) management education should learn and how should they learn it. Although these recommendations for how IS KEYWORDS information systems (IS) research leadership, motivation theory, multimedia learning, narrative animated video (NAV), problem-based learning, storytelling 1 | INTRODUCTION To be competitive in the workplace, what should students of information systems (IS) management education learn and how should they learn it? G. Lowry and Turner (2005) addressed these questions more than a decade ago by surveying 273 Australian IS practitioners and decision makers. They found that beyond the traditional emphasis on the transfer of domain knowledge-much of which has a progressively shrinking half-life-IS management education must emphasise the development of soft skills; in particular, teamwork skills and problem-solving skills. Because their survey respondents regarded those skills as highly important or essential to success for new IS professionals, the authors recommended that the traditional didactic model-featuring lectures, tutorials, and readings-should be abandoned in favour of the problem-based learning (PBL) model of instruction. 1Although multimedia-enabled instruction has become popular in practice (Lawrence & Tar, 2018), its promise to significantly enhance cognitive and behavioural outcomes remains unrealized, indicating an inadequate theoretical foundation (Ayres, 2015;Mayer & Pilegard, 2014). For this reason, and because of recent advances in technologies that enable multimedia learning, G. Lowry and Turner's (2005) recommendations need to be updated. To help bolster that effort, we offer a roadmap for research that would inform the evidence-based use of multimedia instructional materials within the PBL delivery of IS management education.This roadmap presents exciting opportunities for scholars to make substantial and ongoing intellectual and practical contributions. The pursuit of these opportunities is especially relevant for IS scholars for two reasons. First, the unrealized promise of multimedia learning reflects a failure to consider the role of user motivation, which the IS literature has long examined. Second, when multimedia-enabled, the PBL delivery of IS management education facilitates three modes of learning that together constitute an IS artefact, as A. S. Lee, Thomas, and Baskerville (2015) define that term.These three modes represent a sequence that begins with self-determined learning (i.e. homework); continues with team-based collaborative learning; and concludes with self-regulated learning (SRL). For each mode, we offer research guidance that is grounded in established theory regarding the role of user motivation. We focus primarily on the use of multimedia instructional materials within the initial mode of self-determined learning because success in this mode propagates across the other two modes of team-based collaborative learning and SRL. We propose that within s...

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“…It generates handson knowledge and reflection on the experiments conducted, (as knowing in action in (Schön, 1983)), it cultivates serendipity for what could be a working solution. Reflection on the experiments is an important step in the learning process, as in (Tawfik and Kolodner, 2016) stated: the more effort the reasoner has put into identifying what can be learnt from experience and when the lessons might be useful to pertain, the better the learner will be able to label the experiences and apply them for future use. In addition, mature tinkerers and engineers have a technological theory and scientific foundations in their toolbox, and also know how to apply these within their design processes (Boon, 2006).…”

Section: Tinkeringmentioning

confidence: 99%

“…The Facilitators. Are guarding the process and the mindset, set the mood, introduce the seed, keep the threshold low and the ceiling high, give feedback, keep the flow, and stimulate reflection as an important part of the learning process (Tawfik and Kolodner, 2016).…”

Section: Principles Of Tinkering Educationmentioning

confidence: 99%

Tinkering in Informatics as Teaching Method

Mader

Fehnker

Dertien

2020

Proceedings of the 12th International Conference on Computer Supported Education

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Our university offers an IT-based design programme, with an engineering background in Computer Science and Electrical Engineering. Its focus on design and creativity, as well as the diversity of the students, requires an approach in informatics courses different from classical computer science programmes. While tinkering is an increasingly popular approach in STEM stimulation and education outside university, we argue that also in an academic setting a tinkering mindset has a relevant contribution. In this paper, we identify key elements in setting up tinkering sessions and report on their implementation for a course on algorithms. We will present and discuss results and observations of our teaching method, that are promising to continue and extend the tinkering approach in an academic setting.

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Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

Cited by 66 publications

References 66 publications

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

A storyteller's guide to problem‐based learning for information systems management education

Tinkering in Informatics as Teaching Method

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