Problem-based learning meets case-based reasoning in the middle-school science classroom:: Putting Learning by Designâ„¢ into practice
Problem-based learning meets case-based reasoning in the middle-school science classroom:: Putting Learning by Designâ„¢ into practice
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DOI：
10.1207/s15327809jls1204_2
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发表时间：
2003-01-01
影响因子：
3.8
通讯作者：
Ryan, N
中科院分区：
文献类型：
--
作者：
Kolodner, JL;Camp, PJ;Ryan, N
本文讲述了基于设计的学习（TM） （LBD）的设计故事，这是一种基于项目的研究性科学学习方法，植根于基于案例的推理和基于问题的学习，指出了两者的理论贡献，在第一次尝试中出现的课堂问题，我们应对这些挑战的方法，以及采用基于项目的研究性方法促进学习的经验教训。以及用基于理论的方法来设计学习环境的经验教训。LBD利用我们对认知的了解来塑造一个适合于深入学习科学概念和技能及其适用性的学习环境，同时学习认知、社会、学习和沟通技能。在设计LBD时，我们的目标是为中学生成为成功的思想家奠定基础；特别是帮助他们开始学习他们在现代世界中茁壮成长所需的科学。LBD让学生在实现设计和建造挑战的背景下学习科学。LBD的框架中包含了一系列仪式化和有序的活动，帮助教师和学生适应高度协作、以学习者为中心、以探究为导向和以设计为基础的课堂文化。这些仪式化的活动帮助教师和学生学习科学家、工程师和小组成员的实践，他们可以在课堂外使用这些方法。LBD是精心设计的，以促进深入和持久的学习，但我们已经了解到，精心设计不足以成功地将合作探究方法付诸实践。同样重要的是培养一种合作的课堂文化，在这种文化中，学生希望参与深度学习，教师将自己视为学习者和学习促进者，相信在她的帮助下学生可以学习，并热情地承担起她需要承担的角色。
This article tells the story of the design of Learning by Design(TM) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers;, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modem world. LBD has students learn science in the context of achieving design-and-build challenges. Included in LBD's framework is a set of ritualized and sequenced activities that help teachers and students acclimate to the culture of a highly collaborative, learner-centered, inquiry-oriented, and design-based classroom. Those ritualized activities help teachers and students learn the practices of scientists, engineers, and group members in ways that they can use outside the classroom. LBD is carefully crafted to promote deep and lasting learning, but we have learned that careful crafting is not enough for success in putting a collaborative inquiry approach into practice. Also essential are fostering a collaborative classroom culture in which students want to be engaged in deep learning and where the teacher sees herself as both a learner and a facilitator of learning, trusts that with her help the students can learn, and enthusiastically assumes the roles she needs to take on.