حل مسئله در زندگی واقعی: رویکردی مشترک به یادگیری بین‌رشته‌ای

This handbook describes an approach to interdisciplinary learning in which students and teachers investigate open-ended, authentic problems that have clear relevance both to themselves and the larger community. It allows teachers to transform the curriculum into an active process of inquiry that helps students learn to set goals, direct their own learning, and build knowledge around a variety of perspectives. Teachers today are faced not only with increasing challenges in the classroom but also with mounting pressures to be more creative in their use of preparation time. With this in mind, the creators of the "Psychology in the Classroom" series have designed these books to be both inspiring and practical. Teachers will find that a number of user-friendly features make the educational principles discussed in these books easy to adapt for classroom use. The books contain many of the following practical study aids: motivational introductions of the topic through case histories and examples that are meaningful to you as a teacher; statements of rationale and goals indicating why it is important to you as a teacher to learn about the topic in the book and what you can hope to accomplish for your learning efforts; summary of research and theory base that provides brief synopses of literature pertinent to the topic; classroom strategies that include basic principles, guidelines, "how-tos," strategies, and skills for putting the research-based principles into action in your classroom; content summaries and self-directed questions that give you an opportunity to integrate what you have learned and to monitor your progress; answers to self-directed questions in cases where answers are not uniquely self-generated; final review; glossary; and suggested readings.

Covers research on problem-based learning, its benefits, its relation to language arts & humanities, many contributors.

This book ... is organized in terms of goals rather than chapters. In goal 1, we present various strands of research as well as different models of PBL [problem-based learning] that address why interdisciplinary, problem-based learning approaches are important. In Goal 2, we look at what our model is by examining the features of PBL-CD [Problem-Based Learning as Codevelopment]. Goal 3 describes our model in more depth, focusing on the codevelopment process--how teacher teams codevelop PBL curricula and how teachers and students engage in codevelopment throughout a problem-based unit. /// Goals 4 to 7 contain Profiles developed by author teams working on specific problem-based learning units. The author teams represent diverse learning contexts: some urban, some suburban; some focused on learning for gifted students, others on learning for students at risk; some projects within 1 school, some involving multiple schools; some projects with technology, others without. /// We wrote this book for practitioners who, as part of their own professional growth, are interested in examining learning environments and codeveloping curricula that are both interdisciplinary and problem based ... (PsycINFO Database Record (c) 2004 APA, all rights reserved) Real-Life Problem Solving......Page 4 Table of contents......Page 8 Preface......Page 10 Acknowledgments......Page 13 Introduction: In Search of More Meaningful Learning and Teaching......Page 15 1 -Understanding the Research on Problem-Based Learning......Page 31 2 - What Is Problem-Based Learning as Codevelopment and What Are the Benefits?......Page 55 3 - Planning and Implementing Problem-Based Learning as Codevelopment......Page 71 4 - Applying PBL-CD to Language Arts and Humanities......Page 99 5 - Applying PBL-CD to Science and Mathematics ......Page 125 6 - Applying PBL-CD to Interdisciplinary Multicultural Studies......Page 155 7 - Applying PBL-CD to Projects Involving Multiple Schools......Page 193 Final Review......Page 227 Appendixes......Page 231 Glossary......Page 245 References......Page 251 About the Authors......Page 259 This work describes an approach to interdisciplinary learning in which students and teachers investigate open-ended, authentic problems that have relevance to both themselves and to the larger community. It explains clearly "problem-based learning as co-development" (PBL-CD).