The Proof is in The Process: Problem-, Project-, and Inquiry-based Learning

Over the last decade, there has been significant research into the merits of problem-based learning, project-based learning and inquiry-based learning in education. Is there a difference? Is one more successful over another? When do I use them and for which subjects are they most effective?  

While each of these methods vary in some form, they all place an emphasis on process, not just content. They require students to make discoveries from authentic situations and purposes. The utilisation of this process to explore the curriculum, will not only develop the necessary knowledge and understanding in our students, but will empower them to become independent thinkers who can collect information apply this knowledge for real-world tasks. The model for this process can be broken down into key stages.  

Collaboratively Designed Learning Goals

During this stage, students and teachers work to recognize and flush out the problem/area of inquiry, develop questions and focus them into specific learning goals. These learning goals may directly or indirectly incorporate key areas of content knowledge and conceptual understanding. However, knowledge and understanding is not enough, these goals should seek to elicit higher level application skills as well.  The goals of each approach should seek to draw out critical thinking/problem solving, collaboration, and self-management through the acquisition of content knowledge and understanding. The realization of these goals may also help build other skills, habits of mind and work, and character qualities such as perseverance or creativity.  The involvement of student voice in this stage is of great importance. In order to make the entire process meaningful, students need to have ownership and use their judgment when solving a problem and answering a driving question. Otherwise it simply becomes a matter of following directions outlined by us.

Process Elements

A Question and A Problem

At the heart of these approaches is a problem to investigate and solve, or a question to explore and answer. It could be concrete (the school needs to reduce its use of paper) or abstract (deciding if and when violence is justified). An engaging problem or question makes learning more meaningful for students. This will ensure they are not just retaining knowledge; they are learning because they have a real need to know something, so they can apply this knowledge to find a solution or answer a question that is mearningful.

Cyclical Investigation

The process must force students to ask questions, research information, make connections between new information and prior knowledge and then collaborate to generate new questions until a satisfactory solution is found through exploration.  This is an area where 21st Century fluencies play a significant role in student centered learning.  With the proper technological knowledge, students can research using online journals and communicate via Skype or Google Hangouts with professionals and their peers. They can collaborate using shared docs on developing a plan and recording their findings.  They can create surveys using Google forms and develop a way to present their findings using the myriad of Web 2.0 presentation tools.

Communicate, Reflect and Connect

During the final  students use information and observations to answer questions and test their hypotheses. At this time, students will draw conclusions about questions and hypotheses, compare, sort, classify and interpret information. Reflection is the true teacher from experience and students will now use this tool to solidify all they have learned.  The culmination of this process will usually involve the creation of a product or method of sharing their findings.  

 

Describe these learning experiences in your classroom? Comment to support all our learning.