1. The “dominant paradigm” that is showing signs of wear is the model where the teacher and textbook were the primary sources of knowledge. Students would learn information through lectures, discussions, and reading the textbook. The teacher was known to provide all of the information and answers to the students without the students actually figuring out the information on their own.
2.Project-based learning can support student learning better than the traditional approaches by applying what they know to new concept, test scores were better, and struggling students often excel. “Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries. In comparison to the control group, the students engaged in project-based learning demonstrated a significant increase in score on a critical-thinking test, as well as increased confidence in learning”(5). The students are designing the project they want to work on, and they work in groups in order to complete the task. “The students in the multimedia program earned higher scores than the comparison group on content mastery, sensitivity to audience, and coherent design. They performed equally well on standardized test scores of basic skills” (5). Students test scores are higher because they are learning the information on their own. Therefore, the students are more likely to remember content because it was information they had to learn on their own and make connections. “Students who may struggle in traditional instructional settings have often been found to excel when they have the opportunity to work in PBL context, which better matches their learning style of preference for collaboration and activity type” (5). Struggling students are having an opportunity to excel when working PBL because they can work at their own pace and figure out the best way from them to learn the information.
3.Problem-based learning can support student learning better than traditional approached by working in groups, learning how to solve problems, and generate hypotheses. Problem-based learning can be used in different subjects, but it is used a lot in science. “In all problem-based approaches, students take an active role in building their knowledge, while the teacher’s role is to make thinking visible, guide the group process and participation, and to ask questions to solicit reflections” (5). Students are constructing their own knowledge through listening to group members and working together to solve a problem. Working in groups helps students to view different viewpoints of a situation and to come to a better consensus. “The problems are realistic and have multiple solutions and methods for reaching them, rather than a single “right” approach” (5). Letting students work on a problem that they may encounter in the “real-world” will help them to gain skills and knowledge to succeed in the future. This also helps students to realize that there are many different ways to solve a problem and different approaches can be taken to reach the same goal, and there is no one right answer to a problem. “Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations” (7). Students are learning to make a hypothesis about the problem they are trying to solve in order to come up with a solution.
4.Learning by design can support student learning better than traditional approaches by have students to be creative to design an artifact, students need to apply knowledge, and develop plans to design something. “In the ThinkQuest competition, for example, teams of students design and build Web sites on topics ranging from art, astronomy, and programming to foster care and mental health” (7). Students are apply knowledge that they already have about a topic and are applying it into a new topic to design a website of or some other type of project. “Hmelo, Holton, and Kolodner (2000) asked sixth-grade students to design a set of artificial lungs nad build a partially working model of the respiratory system. They found that the design project led to better learning outcomes than the traditional approach to instruction” (8). Students can learn complex subjects such as health and different systems by designing different parts of the body. This will give students a better understanding of how things work and what they look like by creating models and designing their own projects.
5. The three approaches are very similar, but there are a few differences between the three. In the project based learning, students are working together to complete a speech or presentation on a real-world concept to explain to the class; the project is usually complex and takes many days to work on. In problem-based learning, students are given a problem to work on and they have to find solutions to the problem. In learning by design, students are designing something complex, such as a body system, in order to understand how it works.
6.The most important benefit to learning that is common across the three types of inquiry-based learning is that the students are creating their own knowledge through different activities, while the teacher acts as a guide to facilitate student learning, to ask questions, and to circulate around the classroom to ensure that students are learning what they are supposed to be learning. Source: Barron, Darling-Hammond, B. ,. (2008). Teaching for meaningful learning. (pp. 1-8). Retrieved from http://www.edutopia.org/pdfs/ edutopia-teaching-for-meaningful-learning.pdf
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