Problem-Based Learning and Wireless Technology in the Science Classroom

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Problem-Based Learning and Wireless Technology in
the Science Classroom
George Watsonghw_at_udel.eduwww.physics.udel.edu/w
atson
Department of Physics and AstronomyCollege of
Arts ScienceUniversity of Delaware
125th National AAPT MeetingBoise, IdahoMonday,
August 5, 2002
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Problem-Based Learning and Wireless Technology in
the Science Classroom
Part 1. Advances in Technology Part 2. Advances
in Pedagogy Part 3. Need for Wireless
Solution Part 4. Applications of Wireless
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The Way It Was... 1973
2002
graphing calculators, laptops, gigabytes and
gigahertz
Computation
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The Way It Was... 1973
2002
e-mail, voice-mail, chatrooms, FAX, pagers, cell
phones, PDAs instant messaging, wireless
connectivity
Communication
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The Way It Was... 1973
2002
Online Information web catalogs, networked
databases, Britannica Online, online
newspapers, course websites, CMS
Collections
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Shifting SandImpacts of Technologyin Higher
Education
Computation and Calculation Communication and
Collaboration Collections and Connections
Wireless
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Shifting SandImpacts of Wireless Technologyin
Higher Education
Anytime, Anyplace Access to Info Active Learning
and Simulations In-class Interactivity
(anonymous) CMSs and Online Collaborations
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Problem-Based Learning and Wireless Technology in
the Science Classroom
Part 1. Advances in Technology Part 2. Advances
in Pedagogy Part 3. Need for Wireless
Solution Part 4. Applications of Wireless
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The question before us
Given the amazing advances in technology, the
dramatic change in the first-year experience, and
knowing what we know about our students, How can
we best proceed in our classrooms?
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The principal idea behind PBL is
One possible answer
Problem-Based Learning

• that the starting point
• for learning should be
• a problem, a query, or a puzzle
• that the learner wishes to solve.
• (Bould, 198513)

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What is Problem-Based Learning?

• PBL is an instructional method that
• challenges students to learn to learn,
• working cooperatively in groups
• to seek solutions to real world problems.
• PBL prepares students
• to think critically and analytically, and
• to find and use appropriate learning resources.

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What are the common features of PBL?

• Learning is initiated by a problem.
• Problems are based on complex, real-world
  situations.
• Information needed to solve problem is not
  initially given. Students identify, find, and
  use appropriate resources.
• Students work in permanent groups.
• Learning is active, integrated, cumulative, and
  connected.

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PBL The Process

• Students are presented with a problem. They
  organize ideas and previous knowledge.
• Students pose questions, defining what they know
  and do not know (learning issues).
• Students assign responsibility for questions,
  discuss resources.
• Students research learning issues.
• Students reconvene and explore newly learned
  information, refine questions.

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The Problem-Based Learning Cycle
Overview
Problem, Project, or Assignment
Mini-lecture
Group Discussion
Whole Class Discussion
Research
Preparation of Group Product
Group Discussion
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Problem-Based Learning and Wireless Technology in
the Science Classroom
Part 1. Advances in Technology Part 2. Advances
in Pedagogy Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
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Interactive Student Response Systems
www.educue.com
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The principal idea behind PBL is?

• A. PBL challenges students to learn to learn.
• B. Learning is initiated by a problem.
• C. Students work in permanent groups.

Think/ pair/ share
www.udel.edu/pbl/
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Collaborative, reconfigurable workspace

• Flexible furniture
• Flexible equipment

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www.udel.edu/pbl/wireless/
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Wireless Laptop Carts
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Problem-Based Learning and Wireless Technology in
the Science Classroom
Part 1. Advances in Technology Part 2. Advances
in Pedagogy Part 3. Need for Wireless Solution
Part 4. Applications of Wireless
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Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware
www.physics.udel.edu/watson/scen103/
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Broad Course Objectives
Analyze simple electrical circuits to assess
their function and effectiveness.
State and describe fundamental scientific
principles underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science and
technology to everyday life.
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A Problem-Based Learning Approach to Simple
Electrical Circuits
Incorporating PBL problems Other collaborative
exercises Hands-on laboratory exercises
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PBL 1
Crossed Circuits
Two roommates argue about perceived use of
electrical energyone uses the hairdryer too
much and the other showers too long.Who should
pay more towards the utility bill?
Energy power x time
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PBL 2
A San Francisco Treat
Electrical wiring plans are formulated for a
building conversion in San Francisco using
floorplans from This Old House.
Parallel circuits Household wiring Power ratings
of appliances
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Problem-Based Learning and PhysicsDeveloping
problem solving skills in all students
NSF DUE 00-89408 CCLI-EMD
The problem-based learning (PBL) program
initiated at the University for reforming
undergraduate science teaching is being expanded
beyond the University by the development of
instructional models and materials made
accessible to faculty worldwide through an online
clearinghouse. The project is developing a
database of problems, instructional models,
evaluation tools, and web-based resources that
effectively incorporate PBL across the content
framework of introductory undergraduate physics
courses. Materials are being collected and
reviewed for a wide variety of introductory
physics courses, for both science majors and
non-science majors, across all levels of
instruction and class enrollment. In addition to
collecting existing problems and material, the
project is implementing problem-writing workshops
as an important element in developing the
collection of PBL materials needed to cover the
different curricula of physics at the college
level. Selected clearinghouse problems will also
be adapted to the high school setting.
www.udel.edu/pblc/
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Lab 3
Batteries and Bulbs
Students work from the simplest possible circuit
to the challenging circuit on the left and its
companion on the right.
Series and parallel combinations
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Flash Circuit Simulator
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Motivation for This Project

• Anywhere, anytime accessibility to lab.
• Faster, cheaper what if? changes.
• When hands-on experiences in a physical
  laboratory are not available, computer
  simulations are often the next best option.
• For some topics, computer simulations can provide
  an environment for active learning that is just
  as rewarding as the traditional laboratory.

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Implementation of This Project

• JavaScript and Java applets are often employed to
  implement computer simulations for learning that
  can be accessed over the web.
• Often overlooked are other software solutions
  that run from suitably configured web browsers --
  Macromedia Flash is one such approach.
• We have created a simple circuit simulator
  written in Flash that provides an interactive
  experience for introductory students of
  electricity.

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Features of the Circuit Simulator

• The current version provides
• a prototyping workspace
• drag-and-drop selection of resistors and
  batteries
• multimeters that can be configured to display
  current and/or voltage for each circuit element
• wire cutters and wire to complete and reconfigure
  circuits to carry out simulated experiments.
• a written and audio introduction to its use.

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Running a circuit simulation
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Demonstration(if time permits)
http//www.udel.edu/present/showcase/watson/
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Problems We Encountered with the Wireless
Classroom

• Worries about loss of network security
• Worries about loss of laptop computers
• Worries about distracted students
• Worries about status of batteries

Grin and bear it a real issue with IT
folks. Cabinet bolted to wall and diligent
users. Laptop displays can be readily
closed. Real bought a bank of spare batteries.
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Problem-Based Learning and Wireless Technology in
the Science Classroom
George Watsonghw_at_udel.eduwww.physics.udel.edu/w
atson
Department of Physics and AstronomyCollege of
Arts ScienceUniversity of Delaware
125th National AAPT MeetingBoise, IdahoMonday,
August 5, 2002