Targeting Transfer in a STELLAR PBL Course for Pre-Service Teachers

Hmelo‐Silver, Cindy E.; Derry, Sharon J.; Bitterman, Alan; Hatrak, Natalie

doi:10.7771/1541-5015.1055

Cited by 39 publications

(26 citation statements)

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“…This analysis demonstrated that, at a group level at least, use of conceptual ideas deepened over successive engagement with key ideas on subsequent problems. Similarly, Hmelo-Silver et al (2009) showed that student learning about a particular concept in a PBL course was related to the depth to which they engaged with that concept during the PBL sessions. None of these studies, however, has used discourse to look at the extent to which the conceptual terrain of a problem is traversed over time, as is important for developing a flexible knowledge base (Diemers et al, 2011;Feltovich, Spiro, & Coulson, 1993).…”

Section: Components Of a Learning Spacementioning

confidence: 98%

Creating a Learning Space in Problem-based Learning

Hmelo‐Silver¹

2013

Interdisciplinary Journal of Problem-Based Learning

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An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in terms of a deep problem space and a broader learning space to identify the conceptual ideas for potential engagement. The problem space refers to the specific ideas and concepts that are part of the goals of the problem at hand. The learning space includes those aspects of the problem space and also includes the broader space of related conceptual ideas such as the anatomy and physiology related to a particular disorder or the pathology and clinical medicine of other disorders that might be considered as part of a differential diagnosis. This idea is tested in an exploratory analysis of a PBL tutorial conducted by Howard Barrows. The results demonstrate that much of students' talk is focused in these related conceptual spaces and a substantial amount of the overall learning space is engaged in the group discussion. These results have implications for understanding the affordances of problems and providing another lens on how learning unfolds in a PBL problem. It also provides another means for evaluation of learning and assessment of discursive productivity in PBL groups.Keywords: content analysis, conceptual knowledge, PBL tutorial http://dx.doi.org/10.7771/1541-5015.1334 Creating a Learning Space in Problem-based Learning 25• volume 7, no. 1 (Spring 2013) Creating a Learning Space in Problem-based Learning One of the important goals of problem-based learning is to help students develop flexible knowledge that they can apply to problems. A prerequisite for flexible knowledge is getting learners engaged with a breadth of conceptual ideas during PBL tutorials (Jonassen, 2011). Having students engage with a range of conceptual ideas is important in helping learners develop the integrated and flexible knowledge that they will need for their future practice (Diemers, van de Wiel, Scherpbier, Heineman, & Dolmans, 2011;Feltovich, Coulson, Spiro, & Dawson-Saunders, 1992;Hmelo-Silver, 2004;Teasley & Roschelle, 1993). The goal of this paper is to examine the extent to which students cover the related conceptual space (RC) afforded by a PBL problem through a content analysis of group discourse and learning issues. This paper re-analyzes data from similar fine grained analyses of Howard Barrows as a tutor and knowledge building within PBL groups (Hmelo-Silver & Barrows 2006;2008). The end result is not only a complementary perspective to prior work and good fit for the special issue but a critical extension that incorporates the nature of the problems and associated learning issues.Comparisons have been made between PBL and traditional students on the content they have learned (e.g., Dochy, Segers, Van den Bossche, & Gijbels, 2003;Vernon & Blake, 1993;Walker & Leary, 2009) as well as examination of the learning issues that were produced (Dolmans & Schmidt, 2000;Hmelo-Silver, 2000). Other studies have examined ideas discu...

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Section: Components Of a Learning Spacementioning

confidence: 98%

Creating a Learning Space in Problem-based Learning

Hmelo‐Silver¹

2013

Interdisciplinary Journal of Problem-Based Learning

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“…The facilitator provides one important source of scaffolding, but several of these studies used other scaffolds as well-through structuring the problem, providing worksheets, creating concept maps (e.g., the Zwaal & Otting study), or encouraging multiple perspectives (as in Smith & Cook study's use of the Six Thinking Hats). Distributed scaffolding is particularly useful in thinking about how technology might play a role in PBL (e.g., Bridges, Botelho, & Tsang, 2010;Hmelo-Silver et al, 2009), particularly in extending the human facilitator as PBL is scaled to larger groups. But a word of caution is that we need to see both sides of the elephant as we try to understand how these adaptations and scaffolds help deal with the challenges in enacting PBL in diverse environments.…”

Section: Cindy E Hmelo-silvermentioning

confidence: 99%

International Perspectives on Problem-based Learning: Contexts, Cultures, Challenges, and Adaptations

Hmelo‐Silver¹

2012

Interdisciplinary Journal of Problem-Based Learning

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“…In this setting, simulated patients often present with an unidentified illness, and students need to research what might cause such symptoms, triangulate such with test results, and propose a diagnosis and treatment (Barrows, 1985;Hmelo et al, 2001). Problembased learning is also used in other university contexts such as business (Arts, Gijselaers, & Segers, 2002;Giesbers, Rienties, Tempelaar, & Gijselaers, 2013) and teacher education (Hmelo-Silver, Derry, Bitterman, & Hatrak, 2009;McCormick Peterman, 2012), as well as in various K-12 contexts. For example, in high school social studies, students addressed historical problems in the civil rights era (Saye & Brush, 2002).…”

Section: Problem-based Learningmentioning

confidence: 99%

“…College statistics students investigated the extent to which claims related to a presented problem were supported by statistics (Karpiak, 2011). Preservice teachers investigated typical classroom problems, and developed solutions using educational psychology content (Hmelo-Silver et al, 2009). In these settings, problems are often presented through text-based or video-based synopses of the problem (Hmelo-Silver, 2004;Hung, Jonassen, & Liu, 2007).…”

Section: Problem-based Learningmentioning

confidence: 99%

Context of Use of Computer-Based Scaffolding

Belland

2016

Instructional Scaffolding in STEM Education

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The contexts in which computer-based scaffolding is used can vary widely. Such variation is by learner population (e.g., grade level and other characteristics such as achievement level and socioeconomic status), subject matter (i.e., science, technology, engineering, and mathematics), and instructional model with which scaffolding is used (e.g., design-based learning and problem-based learning). I describe these variations, and note accompanying variations in effect size estimates. Notably, scaffolding had its strongest impact when students were (a) at the adult level, (b) engaged in project-based learning or problem solving and (c) from traditional learner populations. Rationale for this ChapterTo begin this chapter, it is important to discuss the need for a consideration of the context of use of computer-based scaffolding. After all, in its original definition, scaffolding was provided on a one-to-one basis to toddlers who engaged in unstructured problem-solving (Wood, Bruner, & Ross, 1976). All structure to the problem-solving activity was provided by the scaffolding process itself. This was practical when there was one teacher for each student, but lost its practicality as a single source of support when using scaffolding in formal schooling. After all, when a teacher can work on a one-to-one basis with one student for an unlimited time span, the teacher can continually assess what structure is needed, and provide it. This is hard to beat in terms of effectiveness. But in formal school settings, teachers very rarely have this opportunity. So, as researchers turned their attention to how instruction could be centered on problem-solving in formal education, it was important to think about additional ways to provide structure to student learning in 56 3 Context of Use of Computer-Based Scaffolding this context (Palincsar & Brown, 1984;Schmidt, Rotgans, & Yew, 2011). This was often accomplished by pairing scaffolding with formal problem-centered instructional models (e.g., inquiry-based learning and problem-based learning; Crippen & Archambault, 2012;Hmelo-Silver, Duncan, & Chinn, 2007;Kolodner et al., 2003). Such formal, problem-centered instructional models needed to be paired with support for students' reasoning abilities, and instructional scaffolding (one-to-one and, later, computer-based and peer scaffolding) fit such a need nicely.A natural question is whether the specific problem-centered instructional model with which scaffolding is used influences scaffolding's efficacy. This is an empirical question. It is beyond the scope of this book to investigate variations in the efficacy of one-to-one scaffolding and peer scaffolding based on the specific problem-centered instructional model with which it is used. But I do investigate how the efficacy of computer-based scaffolding varies based on the problem-centered instructional model with which it is used.Deploying scaffolding in formal education environments also entailed an expansion of the age groups with which scaffolding was used. Computer-based...

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Targeting Transfer in a STELLAR PBL Course for Pre-Service Teachers

Cited by 39 publications

References 25 publications

Creating a Learning Space in Problem-based Learning

Creating a Learning Space in Problem-based Learning

International Perspectives on Problem-based Learning: Contexts, Cultures, Challenges, and Adaptations

Context of Use of Computer-Based Scaffolding

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