Unformatted text preview: problem, and
any conditions that signal a successful solution. It can be written in this format,
“How can we (state the issue)…so that we address (state the conditions)?” (Torp
& Sage, 2002, p. 64). For example, “How can we provide timely information
about sexually transmitted diseases to students in this high school so that we
address the concerns and opinions of schools, parents, churches, and the medical
To be successful, problem-based learning requires appropriate social and
contextual support. To identify needed social and contextual support, consider the
resource and logistical issues for implementing problem-based learning.. For 50 example, problem-based learning may take students outside of school to research
a problem. (Arends, 2001). You will need to become familiar with district policies
on field trips, to arrange transportation, to coordinate if necessary with other
professionals, and to arrange for additional adults to supervise and scaffold.
You also need to identify the necessary support to implement problembased learning effectively. The first time you design and implement problembased learning, you may require considerable social and technical support.
Attempts at problem-based learning can fail if these types of support are not
available (Jonassen, 1999). You may want to use already developed problembased learning approaches at first, or work as a member of a team with other
professionals who have experience with this type of learning. Also, there are web
sites to help guide you through some of the components of problem-based
learning (Ngeow & Kong, 2001). (See Web Resources at the end of the chapter.)
You also need to consider the characteristics of your learners. For
example, your students may be unprepared to be self-regulating and independent
learners, inexperienced with some of the required skills involved in inquiry,
and/or inexperienced with managing group work (Ngeow & Kong, 2001; Van
Den Hurk, Dolmans, W...
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