Examining How Middle School Students Use Problem-Based Learning Software.

This study investigated the use of tools and design features as employed in a problem-based learning (PBL) environment and their effectiveness on seventh grade students' learning of science concepts. Specifically, the study examined: (1) the effect of the computer-supported PEI, environment on the achievement of middle school students; (2) the effect of the computer-based PBL environment on middle school students' attitudes toward science; and (3) the relationship between students' math or reading ability and their achievement in the PBL environment. Dependent measures were achievement, degree and frequency of access to the tools/features, and attitude toward learning science. The treatment consisted of three groups: computer-supported PBL environment, paper-based PBL, and a control group. Results indicated that: both the groups that used the computer-supported and paper-based PBL significantly improved their achievement scores, while the increase for the control group was not significant; there was no significant difference between the computer-supported and paper groups; students' reading ability is a better predictor for students' achievement in a PBL environment than their math ability; and students' attitude toward learning science was not affected by the introduction of PBL. Two tables and a graph present data. Contains 14 references. (DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Examining How Middle School Students Use Problem-Based Learning Software Douglas C. Williams, University of Texas at Austin, Department of Curriculum & Instruction, USA, dcw@mail.utexas. edu Susan Hemstreet, University of Texas at Austin, Department of Curriculum & Instruction, USA, Shem@mail.utexas. edu Min Liu, University of Texas at Austin, Department of Curriculum & Instruction, USA, MLiu@mail.utexas. edu Vickie Dun levy Smith, Fulmore Middle School, USA, v.dunlevy. smith@mail.utexas. edu U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 3 This document has been reproduced as received from the person or organization originating it. 3 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Abstract: A nagging problem concerning school-based learning is the difficulty "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY students experience in applying what they have learned to everyday situations. Problembased learning (PBL) emphasizes solving authentic problems in authentic contexts and has G.H. Marks been shown to be an effective instructional method. Though literature supports the efficacy of problem-based learning and the benefits of problem-based learning are obvious, little research exists which investigates the types of tools or features that are effective in supporting students working in PBL environments. This study examines how middle school TO THE EDUCATIONAL RESOURCES students use and interact with a computer-supported PBL environment. INFORMATION CENTER (ERIC). " 1. Research Framework Historically, schools have attempted to teach the content and skills essential for individuals to function in society. Since the Industrial Revolution schools have emphasized the learning of basic skills. Yet today it is clear that this type learning is not enough. More jobs than ever require problem solving and critical thinking. Dewey [Dewey 1938] argued that intelligence is the ability to clarify a goal and develop a plan for its attainment. Authentic learning environments such as problem-based learning embody this in its problem definition and resolution. With the shift from a behavioral to a cognitive perspective of learning, researchers have become increasingly interested in cognitive processes and their effect on the construction of knowledge [Driscoll 1994]. Many cognitive psychologists and constructivists believe that learning cannot be separated from the learning activity and context [Bednar, Cunningham, Duffy, & Perry 19921. A nagging problem concerning school-based learning is the difficulty many students experience in applying what they have learned to everyday situations. Many schools are concerned with the transfer of abstract, decontextualized concepts where knowledge is viewed as a discrete object residing outside of the individual [Brown, Collins, & Duguid 1989]. Increasing amounts of research indicate that the inability of students to apply concepts learned in formal contexts is due to the abstraction and decontextualization of learning [Cognition and Technology Group at Vanderbilt 1992]. Spiro and Jehng [Spiro & Jehng 1990) argue that the decontextualization of knowledge creates inflexible understandings. But it is not the abstraction of knowledge as such that distracts learners, but that the abstractions are not illuminated with examples in context. Understanding is a product of the context and activity [McLellan 1993]. Context provides a framework which guides and supports the learner. The context naturally structures knowledge in a way that suggests its proper use. Traditional instructional design attempts to simplify learning by dividing the content into components and teaching them separately. Situated cognition argues that learning is simplified by embedding concepts in the context in which they will be used [Brown &