projetc-based learning

Krajcik, J. S. & Blumenfeld, P. C. (2006). The
Cambridge Handbook of The Learning Science
:Project-Based Learning. Cambridge : Cambridge
University Press.

Project-Based Learning
Krajcik, J. S. C. Blumenfeld, P.
&
導讀者： D10155002 陳孟訓

About Joseph Krajcik
 He retired from active faculty status on
August 31, 2011.
 He received his BA and MS degrees from
the University of Wisconsin-Milwaukee
[ 威斯康辛大學密爾瓦基分校 ] in 1973 and
1983, respectively, and his PhD degree
from the University of Iowa[ 愛荷華大學 ] in
1986.

 From 1977 until 1983, Krajcik was a high
school science teacher in Milwaukee,
Wisconsin.
來源 http://www.soe.umich.edu/檢索日期 2013.10.24

About Joseph Krajcik
 He served as an instructor at the
University of Iowa (1983-86) and
assistant professor at the University of
Maryland[ 馬里蘭大學 ](1986-89).
 He joined the University of Michigan
faculty as an assistant professor in
1990, and was promoted to associate
professor in 1993, and professor in 1998.
 Center for Highly Interactive Computing in
Education(hi-ce).


Publication
Joseph Krajcik
 Geier, R., Blumenfeld, P., Marx, R., Krajcik, J.,
Fishman, B., & Soloway, E. (2006).
Standardized
Test
Outcomes
for
Students Engaged in Inquiry-Based
Science Curriculum in the Context of
Urban Reform. Journal of Research in
Science Teaching, (in press).


Publication
Joseph Krajcik
Smith, C. L., Wiser, M., Anderson, C. W.,
Krajcik, J., (in press). Implications of Research
on
Children's
Learning
for
Standards and Assessment: A Proposed
Learning Progression for Matter and
the Atomic Molecular. Theory Measurement
:
Interdisciplinary
Research
and
Perspectives.


Publication
Joseph Krajcik
 Tal, T., Krajcik, J.S., Blumenfeld, P
(2006). Urban Schools Teachers Enacting
Project-Based
Science.
Journal
of
Research in Science Teaching,(in press).

 McNeill, K. L., Lizotte, D. J, Krajcik, J., &
Marx, R. W. (2006). Supporting
students' construction of scientific
explanations by fading scaffolds in
instructional materials. The Journal of the
Learning Sciences, 15(2), 153 - 191.

About Blumenfeld
 A Professor at the University
Michigan, School of Education.

of

 Center for Highly Interactive Computing in
Education(hi-ce).


Introduction
 Any teacher or parent can tell you that
many students are bored in school.
 But many of them assume that
1.Boredom is not a problem with the
best students.
2.If students tried harder or learned
better they would not be bored.

Introduction
Critical Problems1.Acquired Superficial Knowledge
2.Not deep conceptual understanding

Introduction
 increasing student engagement and
helping
them
develop
deeper
understanding of important idea.

Project-based learning.

Theoretical Background of
(1) Active Construction
(2) Situated Learning
(3) Social Interaction
(4) Cognitive Tools

(1) Active Construction
deep understanding occurs when a
learner actively constructs meaning based on
his or her experiences and interaction in the
world.
Construct
Reconstruct

(2) Situated Learning
the most effective learning occurs when the
learning is situated in an authentic, real-world
context.

(3) Social Interaction
The best learning results from a particular
kind of social interaction.
 Back-and-froth sharing ideas with others
 Using ideas with others
 Debating ideas with others

to create a community of learners

(4) Cognitive Tools
Cognitive tools can amplify and expand
what students can learn.
 Various forms of computer software can be
considered cognitive tools.
[1] in accessing and collecting a range of
scientific data and information.
[2] by providing visualization and data
analysis tools similar to those used by
scientists.

(4) Cognitive Tools
[3] by allowing for collaboration and sharing
of information across sites.
[4] by planning, building, and testing models
[5] by developing multimedia documents that
illustrate student understanding.

PBS
 Textbooks as Cookbooks.
 In PBS, students engage in real,
meangingful problems that are important to
them and that are similar to what
scientists do.

Lessons for Project-Based
Learning Environment
(1) Feature 1:Driving Questions
(2) Feature 2:Situated Inquiry
(3) Feature 3:Collaboration
(4) Feature 4:
Using Technology
Tools to
Support Learning
(5) Feature 5:Creation of

 Feature 1:Driving Questions Driving questions
should be
(Krajcik et al.,2002)
[1]feasible;
[2]worthwhile;
[3]contextualized[ 情境的 ];
[4]meaningful;
[5]ethical[ 合乎道德德 ].
 Lesson 1a:Helping Students See the Value of
Driving Questions
 Lesson 1b:Standards Versus In-Depth Examining of
Content

 Feature 2:Situated Inquiry
[1] Science instruction should mirror the scientific
process.
[2] Science classroom need to be considered with
science.
[3] In PBS classroom, students explore the driving
question……p323-R-19
 Lesson 2a:Helping Students Design an Investigation
 Lesson 2b:Writing Conclusions and Explanations

 Feature 3:Collaboration
Collaboration helps students build shared
understanding of scientific ideas and of the
discipline as they engage in discourse with
their classmates and adults outside classroom.
 Lesson3a: Creating a Discourse Community
• lack skills in collaborating
• changing transmission-and-acquisition

 Feature4:Using Technology Tools to Support Learning
Three reasons to use technology tools in
schools:(Edelson,2001)
[1] they align with the practice of science,
[2] they can present info. in dynamic and
interactive formats,
[3] they provide unprecedented opportunities
to move teaching away form transmissionand-acquisition model of instruction.

 Feature4:Using Technology Tools to Support Learning
These technologies help students
[1] build connections among the science ideas
[2] forming a deeper and richer understanding.
 Lesson4a:Lake of Computer Access
 Lesson4b:Time Demand of Using Technology Tools
 Lesson4c:Intergrating Learning Technologies into
Curriculum Materials

 Feature 5:Creation of Artifacts
Learning science research shows that students
learn more effectively when they develop
artifacts(Blumenfeld et al., 1991).
Artifacts need to address the driving
questions, show the emerging understanding
of students, and support students in
developing understanding associated with the
learning goals of project.

 Feature 5:Creation of Artifacts
PBS focus on artifacts development for
several reasons.
[1] construct and reconstruct students’
understanding.
[2] allows teachers to access for higher
level cognitive outcomes.
[3] make students’ understanding visible to
others.
 Lesson5a:Giving Feedback

Conclusion
1. They provide a model for applying
project-based methods to classrooms
across the curriculum.
2. Although our research has focus on
project-based science, the lessons that
we learned apply to any subject area.

projetc-based learning

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