Session Information
01 SES 14 C, Learning Approaches: Problem-based and Project-based
Paper session
Contribution
Abstract
With continuous development of the Internet, learners are overwhelmed by information flow which is available and sometimes accurate if filtered properly. During our experience of implementing different projects with Nazarbayev Intellectual School students, we noticed that they tend to find most of the information on the Web, but not necessarily criticizing it or checking for relevance to what they’re looking for. For that reason, as an Action research group, we took an aim to enhance learners’ skills of judging information for relevance while implementing project-based learning thereby improving their reading literacy.
Project-based-learning (PBL), as it is called, stands for a teaching method in which students learn by actively engaging in projects. The concept of PBL is similar to the notion of “knowledge building” launched by Bereiter and Scardamalia. Students are focused because they are creating a product or building something that reflects their dedication and passion.
The definition of PBL in Blumenfeld’s publication (1991) which discussed the effectiveness of project-based learning and motivation, PBL is a set of drive activities that culminate in a final product. Moreover, a question or a problem is set before the project begins and the solution is found by the end of the project. Analyzing the nature of PBL through different scientific articles we decided that implementing PBL would be advantageous as it matched perfectly with my goals to improve my students’ digital literacy, searching and sorting skills. Thus, we linked research to PBL as conducting research and doing projects is essential for their further academic life, development of problem-solving, critical analysis, communication and evaluation skills.
Defining the problem:
Though conducting research and working on a project might seem appealing and engaging, there are hurdles which students can be faced with. First of all, they find it challenging to identify the relevance of the data they collected to their project goals and research questions which may in turn take them off the track if not guided or given support. Students usually have problems:
While working with data from the internet:
students write full sentences to a search engine thinking that more they write, more accurate information will show up;
students trust a search engine that may return hundreds of unreliable documents;
students hope that one or two listed on the first page will be relevant;
students limit their research with one or two sources;
While working with data they collected from their surveys, interviews, experiments:
they think every information they collected is relevant to their project. Therefore they struggle with sorting information which includes evidence and facts
students struggle with contracting open-ended questions;
after every new information students tend to shift from their initial goal.
students focus on irrelevant, additional information rather than relevant data.
Method
Methodology Action research is accepted as a method in which teachers become researchers of their own practice. This method allows teachers to test hypotheses in the real world. Action research usually starts with a question or a problem that teachers and the main advantage of this method is that it is done by observing, evaluating and modifying the situation. The main stages of Action research are: planning, acting, observing, reflecting. In order to guide the research process, the research plan is elaborated. With an aim to undertake the first stage, a group of two English teachers, a teacher of mathematics (in a vice-principal position) and a manager of the Center of Pedagogical excellence developed a plan and outlined what to undertake, when and how. The common problem was lack of data processing skills in learners which resulted in poor judgment of whether the information they found is relevant or not to their search. The Action research group aimed at improving the situation and getting positive outcomes such as formation of focused search skill; improving students’ e-literacy; data processing skills. Bearing that in mind, after a planning stage, as a group, we immediately started the action: we created projects on different topics related to their curriculum (projects on environmental issues, reading literacy, well-being of teenagers, etc). We included 5-6 students in each group and students started working on their projects (they had to work with data). The group of teachers observed students while they were working with data: collecting, processing and checking for relevance. Students conducted their own surveys, wrote literature reviews on the given issues. They came up with their solution or a product at the end of the project and the teachers observed, recorded and took notes over some time. Continuous work with other teachers in the group has brought positive results. Reflecting on the gathered data, the teachers took some steps to help learners improve their data processing skill: narrowing students’ research and making their research topic specific; explaining students the basic rules of constructing sentences for surveys. ensure that the information they found is relevant, valid, and comprehensive. It is important to question the assumptions that are often overlooked and this can then lead to a new action-reflection cycle. For that reason, we went through the stages of Action research (planning, action, observation, reflection) several times in order to avoid bias.
Expected Outcomes
Outcomes: If students acquire the basics of data processing simultaneously implementing their projects, they will master functional literacy which refers to the set of skills of searching, using, adapting, creating and using information for communication and action (Rosenblatt 1995, 2005). One of the essential anticipated outcomes of the research is that students may achieve high results in PISA (Programme for International Student Assessment) tests. Having acquired these skills of data processing, after graduating school students will meet the requirements of leading companies in the global market.
References
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