The Problem with Using Problem-based Learning to Teach Middle School Earth/Space Science in a High Stakes Testing Society
The Problem with Using Problem-based Learning to Teach Middle School Earth/Space Science in a High Stakes Testing Society
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在高风险测试社会中使用基于问题的学习来教授中学地球/空间科学的问题
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发表时间：
2007
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通讯作者：
J. Nowak
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作者：
J. Nowak
本研究旨在探讨中学生在多项选择题测试中，通过问题导向学习（PBL）是否能获得与非PBL课堂同样多的学习效果。测试的问题涵盖了教科书的内容，主要是基于事实的，并由教科书出版商提供的CD-ROM提供的文本。虽然不是所有的“高风险”测试都涉及多项选择题的使用，但高风险测试通常包含大量此类问题。此外，通过PBL产生的过程和最终产品（S）经常进行评估;而高风险的测试很少有学生开发的铅笔和纸测试完成以外的产品。在一所中西部公立中学的两个八年级的天才和天才的科学班进行了比较。研究方法包括观察法、访谈法、测验分数分析法及文件分析法。基于问题的学习是一种教育方法，其中有目的地结构不良的问题启动学习，教师作为教练而不是信息库（Gallagher和Stepien，1996）。基于问题的学习与基于项目的学习有许多相似之处。PBL必然是跨学科的。PBL也基于情境认知理论（Brown，柯林斯和Duguid，1989; Plucker和Nowak，2000; Resnick，1987），并与建构主义原则（Savery和Duffy，1995）一致。在中学环境中使用PBL的适当性提出了问题。地质学和天文学内容的多项选择题考试成绩分析表明，在教师指导的课堂上，学生比通过PBL学习更多的基于事实的内容。PBL教学模式的学生记忆力较好。在一个具有许多固有问题的高风险测试社会中（Casbarro，2005; Grant，2004; Marchant，2003），最好的解决方案可能是集成的PBL项目方法。教师指导的教学可以有意嵌入到PBL项目教学模式。
This study examines whether middle school students learn as much via Problem-based Learning (PBL) as they do in non-PBL classrooms on multiple-choice tests. The questions on the tests covered textbook content, were predominantly fact-based, and provided by the textbook publisher on a CD-ROM supplied with the text. While not all aspects of “high-stakes” testing involve the use of multiple-choice questions, high-stakes testing often contains a large number of these types of questions. In addition, both the process and final product(s) produced via PBL are often assessed; whereas high-stakes tests seldom have students develop products outside of the completion of a pencil and paper test. Two eighth-grade gifted and talented science classes in a Midwest public middle school were compared. Focused observations, interviews, test score analyses, and document analyses were used. Problem-based learning is an educational approach where a purposefully ill-structured problem initiates learning and the teacher serves as a coach instead of an information repository (Gallagher and Stepien, 1996). Problem-based learning has many similarities to project-based learning. PBL is necessarily interdisciplinary. PBL is also based upon the theories of situated cognition (Brown, Collins, and Duguid, 1989; Plucker and Nowak, 2000; Resnick, 1987), and consistent with the principles of constructivism (Savery and Duffy, 1995). Questions have been raised about the appropriateness of using PBL in the middle school setting. Multiple-choice test score analyses of geology and astronomy content indicate that students in a teacher-directed classroom learn more fact-based content than via PBL. Students engaged in PBL have better retention. In a high-stakes testing society with many inherent issues (Casbarro, 2005; Grant, 2004; Marchant, 2003), the best solution is likely an integrated PBL project approach. Teacher-directed instruction could be intentionally embedded within a PBL project instructional model.