on Problem-Based Learning at the Illinois Mathematics and Science
Members of the LDI community are currently collaborating with
the staff and students of the Illinois Mathematics and Science
Academy (IMSA), to conduct research on the implementation of
problem-based instruction in the high school classroom, and to
determine the effect of problem-based learning (PBL) - and other
instructional strategies - on problem solving and metacognitive
processes of learners.
IMSA is a public residential
school for high school age students with demonstrated potential
for mathematics and science. While serving these students, the
academy has also served as a "laboratory" for implementing
a number of innovative approaches to teaching and learning in
the high school curriculum. The "Learning
Story of the Illinois Mathematics and Science Academy,"
authored by IMSA president Stephanie Pace-Marshall, provides
further insight into the mission and activities of IMSA.
The following activities are being undertaken in the context
of the LDI-IMSA inquiry effort:
Analysis of the effect of problem-based, problem-centered,
and lecture-based instruction on solving near-transfer and far-transfer
problems in genetics, world studies, and macro-economics courses.
Analysis of the use of hypothesis-driven (backward) reasoning
skills and data-driven (forward) reasoning skills among learners
as a result of the type of instructional strategy used to teach
Qualitative analysis of classroom activity and dynamics in
problem-based classroom settings.
Determination of the effect of metacognitive attributes and
prior academic achievement on learner performance in problem-based,
problem-centered, and lecture-based instructional settings.
Analysis of the relationship between learners' definitions
of learning, and learners' evaluation of the effectiveness of
problem-based, problem-centered, and lecture-centered instructional
Development and validation of an assessment instrument for
measuring effectiveness in problem-solving and reasoning strategies
among learners engaged in problem-oriented learning.
Training of IMSA faculty and staff in the administration
of research and assessment tools for measuring metacognitive
development and problem solving skills.
Development of a case-study analysis of the IMSA teaching
and learning environment.
Data collection and training is being conducted through the
early part of the 2002 calendar year.
For more information on this project, please contact Yusra
Laila Visser. Furthermore, continue to check this section
of the LDI site for updates on research progress and findings.