1. TEACHING FOR
PROBLEM-BASED LEARNING:
HOW TO GUIDE PRACTICAL WORK
Onno De Jong
Karlstad University, Sweden
Utrecht University, The Netherlands
O.dejong@uu.nl
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

2. Overview of the presentation
* What is problem-based learning?
* What is open practical work?
* Students’ difficulties
* Teaching guidelines
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

3. Dominant views before the 1980s
From behaviorism:
* Teaching = transmission of information
* Learning = passive receiving of knowledge
* Lab work = ‘cookbook’ experiments
* Teacher guiding = prescribing lab activities
Onno De Jong Karlstad University, Sweden

4. Coming up views after the 1980s
From social Constructivism:
* Teaching = facilitating conceptual changes
* Learning = constructing of own meanings
* Lab work = ‘investigation’ experiments
* Teacher guiding = coaching lab activities
Onno De Jong Karlstad University, Sweden

5. Problem-based learning
(Ram, 1999)
Focus:
* Society demands: critical
thinking, communication skills, tackling open
problems
* Learning: autonomous learning (self-directed)
as well as cooperative learning (team work)
* Learning tool: open practical work
Onno De Jong Karlstad University, Sweden

6. Open practical work
Problem-solving experiments
Problem Open experiment Solution
Main aim = learning new investigation skills
Problem-posing experiments
Experiment Open problem Solution
(Problem to Solution: extra info from textbook)
Main aim = learning new knowledge
Onno De Jong Karlstad University, Sweden

7. Formats of problem-solving experiments
Research steps Performed by teacher (T) or students (S)
Research question T T T T T S
Design of plan T T T T S S
Execution of plan T T T S S S
Data collection/analysis T T S S S S
Results en conclusions T S S S S S
Report S S S S S S
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

8. 1st Example of a problem-solving experiment
Teacher only gives the research question
Teacher: when heating NaHCO3 in the school
lab, which equation represents the
decomposition:
a) 2 NaHCO3 -> Na2CO3 + CO2 + H2O
b) 2 NaHCO3 -> Na2O + 2 CO2 + H2O
Student tasks: Design their own plan, collect and
analyze own data, write own report
Onno De Jong Karlstad University, Sweden

9. 2nd Example of a problem-solving experiment
Teacher only presents a topic for investigation
Teacher:
Topic of investigation is ‘Water quality’
Student tasks:
*Design their own research question and plan
*Collect and analyze own data
*Write own research report
Onno De Jong Karlstad University, Sweden

10. Students’ diffulties with
a problem-solving experiment
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

11. Students’ difficulties
with problem-solving experiments ??
What are specific students’ difficulties when they:
a) Design their research question and plan
b) Execute their plan
c) Collect & analyze their data
d) Report about their research
Discuss your answers with your neighbour
Onno De Jong Karlstad University, Sweden

12. Students’ difficulties
with problem-solving experiments !!
* Research question: unclear or too general
* Research plan: not systematic or not realistic
* Execution of plan: weak time management
* Data collection: low validity and reliability
* Data analyses: not very precise or inconsistent
* Research report: too short or too long
Onno De Jong Karlstad University, Sweden

13. Research Question
and Plan? Sorry, don’t know !
TEACHER STUDENT
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

14. Guidelines for teaching how to develop
a research question and plan
(Van Der Valk & De Jong, 2009)
Create 4 phases of guiding:
1. Initial phase of ‘uncertainty’ for students
when developing a research question and plan
2. Phase of supervised classroom discussion
3. Phase of ‘hints’ through an orientation task
4. Final phase of supervised classroom discussion
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

15. More guidelines for teaching
with problem-solving experiments
* Indicate the max. available amount of time
* Check regularly the phase of student activities
* Decide regularly about go/no-go for students
* Show an example of a weak and a good report
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

16. From an experiment to a problem . . .
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

17. Formats of problem-posing experiments
Research steps Performed by teacher (T) or students (S)
Introducing experiment T T T T
Doing the experiment T T T S
Results pose (explanation) problem T T S S
Solving the problem T S S S
Writing the report S S S S
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

18. 1st Example of a problem-posing experiment
(Baral, Fernandez & Otero, 1992)
Posing a simple explanation problem
Exp. 1 Exp. 2 Exp. 3
Cu wire
Zn Cu Zn Cu
H2SO4 H2SO4
(1M) (1M)
Problem = Explanation of phenomena at exp. 3
Onno De Jong Karlstad University, Sweden

19. Students try to explain Experiment 3
[ Zn(s) -> Zn2+ + 2e- ; 2H+ + 2e- -> H2(g) ]
(Teacher = T; Student = S)
*T: What do you see at experiment 3?
*S: Bubbles, bubbles, also at the copper
*T: How is that possible?
*S: Zinc gives electrons away, they go to the copper
*T: How?
*S: Electrons go through the acid solution
*T: No, that is wrong, no
*S: Uh, . . . they will go through the wire
*T: Yes, indeed Onno De Jong Karlstad University, Sweden

20. 2nd Example of a problem-posing experiment
(Stolk, De Jong, Bulte & Pilot, 2010)
Posing a complex explanation problem
*Add water to a nappy (pañal) for babies
till it does not absorb water anymore
* Fill in: Max. amount of water is . . . . ml
Problem = Explanation of this absorption
Onno De Jong Karlstad University, Sweden

21. Students’ difficulties
with problem-posing experiments
* Introductory experiment: does not motivate
* Doing the experiment: too hard to carry out
* Posing a problem: exp. results are too unclear
* Solving the problem: relevant info cannot be
found or cannot be understand
* Research report: too short or too long
Onno De Jong Karlstad University, Sweden

22. Guidelines for teaching
with problem-posing experiments
* Introduce experiments that are interesting
* Select sources of info (textbook, internet)
that are relevant and understandable
* Organize supervised classroom
discussions about student groups’ results
* Guiding means coaching
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

23. COACHING OPEN PRACTICAL WORK
Give Give
students students
more more
space direction
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands

24. REFERENCES
* Barral, F., Fernandez, E., & Otero, J. (1992). Secondary
students’ interpretations of the process occuring in an
electrochemical cell. J. of Chem. Ed., 69, 655-657.
* Ram, P. (1999). Problem based learning in undergraduate
education. J. of Chem. Ed., 76, 22-26.
* Stolk, M., De Jong, O., Bulte, A., & Pilot, A. (2010).
Exploring a framework for professional development in
curriculum innovations. Res. in Sc. Ed.
DOI: 10.1007/s11165-010-9170-9
* Van Der Valk, A. & De Jong, O. (2009). Scaffolding science
teachers in open-inquiry teaching. Int. J. of Sc. Ed., 31,
829-850.
Onno De Jong Karlstad University, Sweden/ Utrecht University, The Netherlands