Double Journal Entry # 7

1. Read the
Introduction. What "dominant paradigm" is showing signs of wear?
The model of the teacher and the
textbook as the main sources of knowledge, given through lecturing, discussion,
and reading, has proven astonishingly persistent.

2. According to
the research, how does Project-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Project-based learning involves
completing complex tasks that typically result in a realistic product, event,
or presentation to an audience. Research on project-based learning has found
that students who engage in this approach benefit from gains in factual
learning that are equivalent or superior to those of students who engage in
traditional forms of instruction (Thomas, 2000). It showed a large increase in
scores in the critical-thinking test as well as increased confidence in learning
(Shepherd (1998). Also PBL’s showed an
increase in the ability to define problems (Gallagher, Stepien, &
Rosenthal, 1992). A third benefit is positive attitudes and motivation for
teachers and students towards learning, including work skills, critical
thinking, and problem solving skills (Bartscher, Gould, & Nutter, 1995;
Peck, Peck, Sentz, & Zasa, 1998; Tretten & Zachariou, 1995).

3. According to
the research, how does Problem-Based Learning support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Lessons typically involve a
specific type of activity focused on using reasoning and resources to solve a
problem. In small groups students investigate meaningful problems, identify
what they need to learn in order to solve a problem, and generate strategies
for solution (Barrows, 1996; Hmelo-Silver, 2004). Some benefits include
students score higher on problem solving (Vernon & Blake, 1993; Albanese
& Mitchell, 1993). Another benefit
is that students learn to analyze complex, multifaceted situations and to
develop knowledge to guide decision making (see, e.g. Lundeberg, Levin, &
Harrington, 1999; Savery & Duffy, 1996; Williams, 1992). Finally, students
can generate accurate hypotheses and coherent explanations (Hmelo, 1998b;
Schmidt et al., 1996).

4. According to
the research, how does Learning by Design support student learning
better than traditional approaches? Describe three benefits and cite the
studies.
Learning
by design is based on the premise that students learn a lot when they are asked
to design and create an artifact that requires understanding and application of
knowledge. One study shows that LBD’s have better outcomes and than the
traditional approach (Hmelo, Holton, and Kolodner 2000). Another study showed
that both higher- and lower-achieving students showed strong evidence of
progress in learning targeted concepts and to apply key concepts (Fortus and
colleagues 2004). Finally, researchers also observed that design activities are
particularly good for helping students develop understanding of complex
systems, noting that the systems can be presented as a united whole whose
structure is adapted to specific purposes (Perkins, 1986).


5. What are the
differences between the three approaches?
Project-Based
learning is completing complex tasks that
usually result in a realistic product, event, or presentation. Problem-based
learning is a specific type of activity focused on using reasoning and
resources to solve a problem. Finally Learning by Design has students to design
and create an artifact that requires understanding and knowledge.

6. In your opinion, what is the most important
benefit to learning that is common across the three types of inquiry-based
learning approaches?
I think that the most important benefit about
all three of these types of learning is that they show a change in student’s
progress in school subjects as well as tests. These methods prove that students
understand the content that is given to them at the start of the lesson.

Citations:
Barron, B. (2008). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf