projetc-based learning

Project-Based LearningKrajcik, J. S. & Blumenfeld, P. C.

Krajcik, J. S. & Blumenfeld, P. C. (2006). The Cambridge Handbook of The Learning Science

:Project-Based Learning. Cambridge : Cambridge University Press.

導讀者： D10155002 陳孟訓

About Joseph Krajcik

He retired from active faculty status on August 31, 2011.

He received his BA and MS degrees from

the University of Wisconsin-Milwaukee[ 威斯康辛大學密爾瓦基分校 ] in 1973 and 1983, respectively, and his PhD degree

from the University of Iowa[愛荷華大學 ] in 1986.

From 1977 until 1983, Krajcik was a high school science teacher in Milwaukee, Wisconsin.

資料來源 http://www.soe.umich.edu/檢索日期 2013.10.24

About Joseph Krajcik

He served as an instructor at the University of Iowa (1983-86) and assistant professor at the University of Maryland[馬里蘭大學 ](1986-89).

He joined the University of Michigan faculty as an assistant professor in 1990, and was promoted to associate professor in 1993, and professor in 1998.

Center for Highly Interactive Computing in Education(hi-ce).


Publication Joseph Krajcik

Geier, R., Blumenfeld, P., Marx, R., Krajcik, J., Fishman, B., & Soloway, E. (2006). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curriculum in the Context of Urban Reform. Journal of Research in Science Teaching, (in press).



Smith, C. L., Wiser, M., Anderson, C. W., Krajcik, J., (in press). Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic Molecular. Theory Measurement: Interdisciplinary Research and Perspectives.



Tal, T., Krajcik, J.S., Blumenfeld, P (2006). Urban Schools Teachers Enacting Project-Based Science. Journal of Research in Science Teaching,(in press).

McNeill, K. L., Lizotte, D. J, Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153 - 191.


About Blumenfeld

A Professor at the University of Michigan, School of Education.

Center for Highly Interactive Computing in Education(hi-ce).


Outline( 大綱 )

Introduction Any teacher or parent can tell you that many students are bored in school.

But many of them assume that

1.Boredom is not a problem with the

best students.

2.If students tried harder or learned better they would not be bored.

Introduction

Critical Problems-

1.Acquired Superficial Knowledge

2.Not deep conceptual understanding

Introduction

increasing student engagement and helping them develop deeper understanding of important idea.

Project-based learning.

Theoretical Background of Project-Based Learning

(1) Active Construction (2) Situated Learning (3) Social Interaction (4) Cognitive Tools


(1) Active Construction

deep understanding occurs when a learner actively constructs meaning based on his or her experiences and interaction in the world.

Construct Reconstruct


(2) Situated Learning

the most effective learning occurs when the learning is situated in an authentic, real-world context.


(3) Social Interaction

The best learning results from a particular kind of social interaction.

Back-and-froth sharing ideas with others

Using ideas with others

Debating ideas with others

to create a community of learners


(4) Cognitive Tools

Cognitive tools can amplify and expand what students can learn.

Various forms of computer software can be

considered cognitive tools.

[1] in accessing and collecting a range of

scientific data and information. [2] by providing visualization and data

analysis tools similar to those used by scientists.


(4) Cognitive Tools

[3] by allowing for collaboration and

sharing

of information across sites.

[4] by planning, building, and testing

models

[5] by developing multimedia documents

that

illustrate student understanding.

Project-Based Science(PBS)

PBS

Textbooks as Cookbooks.

In PBS, students engage in real, meangingful problems that are important to them and that are similar to what scientists do.

Lessons for Project-Based Learning Environment

(1) Feature 1:Driving Questions

(2) Feature 2:Situated Inquiry(3) Feature 3:Collaboration(4) Feature 4:

Using Technology Tools to Support Learning(5) Feature 5:Creation of Artifacts


Feature 1:Driving Questions Driving questions should be(Krajcik et al.,2002)

[1]feasible; [2]worthwhile;

[3]contextualized[情境的 ];

[4]meaningful;

[5]ethical[合乎道德德 ]. Lesson 1a:Helping Students See the Value of

Driving Questions Lesson 1b:Standards Versus In-Depth Examining

of Content


Feature 2:Situated Inquiry

[1] Science instruction should mirror the

scientific

process.

[2] Science classroom need to be considered with

science.

[3] In PBS classroom, students explore the driving

question……p323-R-19

Lesson 2a:Helping Students Design an Investigation

Lesson 2b:Writing Conclusions and Explanations


Feature 3:Collaboration

Collaboration helps students build shared understanding of scientific ideas and of the

discipline as they engage in discourse with their classmates and adults outside classroom.

Lesson3a: Creating a Discourse Community

• lack skills in collaborating

• changing transmission-and-acquisition


Feature4:Using Technology Tools to Support Learning

Three reasons to use technology tools in schools:(Edelson,2001)

[1] they align with the practice of science,

[2] they can present info. in dynamic and

interactive formats,

[3] they provide unprecedented opportunities

to move teaching away form transmission- and-acquisition model of instruction.


Feature4:Using Technology Tools to Support Learning

These technologies help students [1] build connections among the science ideas

[2] forming a deeper and richer understanding.

Lesson4a:Lake of Computer Access

Lesson4b:Time Demand of Using Technology Tools

Lesson4c:Intergrating Learning Technologies into

Curriculum Materials


Feature 5:Creation of Artifacts

Learning science research shows that students learn more effectively when they develop artifacts(Blumenfeld et al., 1991).

Artifacts need to address the driving questions, show the emerging understanding of students, and support students in developing understanding associated with the learning goals of project.


Feature 5:Creation of Artifacts

PBS focus on artifacts development for several reasons.

[1] construct and reconstruct students’ understanding.

[2] allows teachers to access for higher level cognitive outcomes. [3] make students’ understanding visible to others.

Lesson5a:Giving Feedback

Conclusion

Conclusion

1. They provide a model for applying project-based methods to classrooms across the curriculum.

2. Although our research has focus on project-based science, the lessons that we learned apply to any subject area.