| Problem Based Learning Web Site I chose to review the web site "Water Water Everywhere." I absolutely loved getting the opportunity to see such an interesting way of learning, and spplying transfer learning. This site shows the project from Aurora dealing with flooding issues in their town. A group of 8th and 9th grade students were given foud days to help this town solve problems with their detention ponds. After great disagreement with the city council, the mayor enlisted these middle school students to help solve the water problems in town. 1 - This project gives several opportunities to understand rather than just memorize. These students used the Internet, observed ponds in Aurora, conducted interviews, observed wetland plants and animals, and participated in group discussions. By giving these students the opportunity to create plans for this activity, the organizers promoted metacognition. The children actually designed interviews, and brainstormed together the best course of action. They will be much more likely to transfer this learning experience, and internalize the knowledge since they did so much independent learning. They are not just memorizing the information about ponds and plants for a test, they are learning it to help their community. 2 - Although the students were involved in the project for four days, it seemed to me that more time could have helped the learning process. There were many subjects to learn about in a short time. Perhaps working on the project for one or two days a week over several weeks would have given students even more time to learn about the project. Bransford et al. tells us that "learning cannot be rushed" (58). Four days does not seem like enought time for 14 and 15 year olds to process all the new information presented to them. Their project was probably successful, but who knows what could have resulted from more time to think about new ideas. 3 - A multitude of activities in which students could engage were presented. They had many group discussions and brainstorming activities, and they met with the mayor. They also visited two different ponds, and they looked at areas around their town to examione wetland vegitation. This "hands-on" experience is a necessary part of the transfer of knowledge idea. Students transfer more knowledge when they are able to engage in the learning process (Bransford et al.). These students will remember more of the knowledge that they encountered than students who merely read it out of a textbook. 4 - The students were also well motivated, a very important step in the transfer process. The mayor himself said that the students might be able to teach the adults a thing or two by solving this problem. They were helping their community with a real problem that needed solving. Bransford et al. also tells us that students will work very hard on a project that means a great deal to them (61). Since these students felt that they were needed to help others in their community, they were willing to put in the time and effort it took to solve the problem. Since their motivation was so high, they learned much more than normal, and wiil be able to transfer that learning,. I really enjoyed this web site, and I wish that some of my days in science would have been filled with these methods of instruction. My experience definitely would have been enhanced through these methods. |