Problem Based Inquiry touched a chord with me as it is an instructional strategy and process that I could use with my students within the confines of my classroom. Using web resources to explore a topic and develop background knowledge, multi-media news stories, and a relevant topic that could inspire them, the Problem Based Inquiry approach could help to engage my students and give them the purpose for learning, “if” I framed it in very logical and doable steps so as not to throw them off and have them shut down. As Dr. Orey (2001) indicated, this type of instructional strategy not only builds personal problem solving skills, but also when you engage students in realistic problems of society, they develop their citizenship skills:
Problem-based inquiry emphasizes learning as a process that involves problem solving and critical thinking in situated contexts. It provides opportunities to address broader learning goals that focus on preparing students for active and responsible citizenship. Students gain experience in tackling realistic problems, and emphasis is placed on using communication, cooperation, and resources to formulate ideas and develop reasoning skills.(Dr. Orey, 2001)
Several weeks ago, my students read an article about “Fracking” which led them through defining what Fracking was and why it wasn’t a positive process, even if it did yield in locating and retrieving natural gas. This was an opinion piece and was presented as an opinion piece which was also discussed. Bias in the news and advertising was discussed and explained. Next, I supplemented this article and discussion with a CNN short video clip about Fracking showing a more rounded view of the topic. CNN Explains Fracking Students and I viewed this supplemental video about Fracking,and we essentially ended the topic there. I have since found a great webquest on Fracking and believe it will be a great extension activity to explore this topic further. In this activity students would expand on what they know and they would see the ‘issues’ through more video clips and reading. Starting with an essential question they could problem solve, using Problem Based Inquiry to try to come up with solutions to the consequences caused by fracking. Here is the webquest: http://www.zunal.com/webquest.php?w=156560
As students move through the webquest, they will identify the details and label them as Facts and Opinions. Students will find one or two additional sources about Fracking as teams to look for corroboration. Next, students will gather more information from the website for the movie, Gasland, released in 2011. This website has some additional information from the documentary that could add to the base of knowledge students already have. Here is the Gasland link: Gasland Documentary There are many resources on this interactive site, and students will explore looking for 3-5 new facts. Here they will practice their research skills using the webquest, the original article on Fracking from Green Magazine, the CNN Fracking video, and the Gasland site.
They will seek to answer essential questions and to problem solve, determining their own opinion on Fracking through their investigation. Finally, for the culmination of their knowledge students will create a project. They may choose: Prezi, Google Presentation, a podcast, a Sliderocket presentation, or any of their own ideas resulting in a project that satisfies the assignment goals. Students will have the option of presenting their presentation using the Smartboard.
Project based Inquiry utilizes and capitalizes on the essence of Constructionism. As Dr. Orey discusses in Problem Based Instruction:
Problem based inquiry is an effort to challenge students to address real-world problems and resolve realistic dilemmas. Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings.
Concepts to explore and that will be answered in their project would be essential questions like: Why would you/wouldn't you allow Fracking in your town? Why would you/wouldn't you allow Fracking on your property? What would you do if you said no to the fracking company but your next door neighbor signed the contract? What problems and solutions can you imagine?Students would be encouraged to explore the positives and the negatives that can result from Fracking as discovered through their research. Fracking is a real world problem for many in this country, and as such meets the criteria according to the quote above.
Whenever we connect students to concepts that could affect them or their families at this time or in the future, we are building a bridge of realism to their learning. As Dr. Orey (2001) states these “meaningful activities” can even capture the attention of the most disengaged learner and give him a purpose. Constructionism is the cornerstone to this learning bridge that gives students a purpose for their work, teaches them problem solving and questioning skills, and does all that seamlessly as they navigate a topic resulting in a project that stands as a pillar on that learning bridge.
References:
Glazer,
E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging
perspectives on learning, teaching, and technology. Retrieved January 28,2013, from http://projects.coe.uga.edu/epltt/
Laureate
Education, Inc. (Producer). (2011). Program seven: Constructionist and
constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved January 27, 2013: from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Stephanie, I like how you are touching so many subject areas with one lesson: environmental science, civics, bias in advertising, debate, and of course reading. In one of the courses we have had I read an article called Rural Teachers Best Motivating Strategies; in that "establishing relevance of the content; connecting it to students' interests," (Hardre et al, 2011) is listed as the 2nd strategy for improving student motivation. I feel like the questions you are posing to the students are making the topic very relevant and interesting to them.
ReplyDeleteI also appreciate the comment you made about the webquest needing to be very straighfoward and in doable steps so as to not cause the students to shut down. I often experience this fine line between challenging the students and pushing them too far. If they feel it is going to be too difficult they will not even try.
Great ideas for your lesson. Sarah
Hardre, P. L., Sullivan, D. W., & Roberts, N. (2008). Rural Teachers' Best Motivating Strategies: A Blending of Teachers' and Students' Perspectives. Rural Educator, 30(1), 19-31.
Dear Stephanie,
ReplyDeleteYour lesson on fracking, and the extension webquest that you have found, exemplify problem-based instruction. You have identified an especially powerful example of tackling a real world problem. Where I live, northwest New Jersey, fracking is currently all over the news. Weekly newspaper articles detail what is happening nearby in Pennsylvania, and anti-fracking lawn signs and bumper stickers are becoming more prevalent. As students become educated on this topic, you are preparing them to act as informed citizens and participate in the environmental debates on fracking that are sure to continue in the near future. Helping students to identify facts from opinions and recognize bias within media reports will also serve them throughout their lives. Regardless of whether they are for or against fracking, engaging in this type of activity allows students to become agents of change for their futures. This sounds like such a powerful learning experience!
Sincerely,
Liza Narducci
Liza, where do you live in western New Jersey? I lived in the north eastern part of New Jersey for almost 40 years in Bergen County.I used to hike in western Jersey on weekends.
ReplyDeleteThank you for your comments! My middle school students weren't at all excited about this topic, but soon they became more engaged as I posed the essential questions as related to them. I asked them: What would you do if your neighbor signed the fracking contract which would potentially affect your water supply or your property value. Once connected to them and their property, it did become more applicable and real for them. Whenever we can make learning topics in the news relevant to students, it can help them to jump on board the train that we have parked at the station, which they aren't thrilled about having to ride!