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CoRT thinking skills guide PBL science.

Article Excerpt
Abstract

This study examined the role of CoRT thinking skills in supporting problem-based learning through a collaborative classroom culture, adjusting to changing student roles through structured "rituals," scaffolding student learning and performance, and initiating student inquiry. Pretest/posttest assessments of science content, interest, and descriptive vocabulary demonstrated significant student gains. The positive and enthusiastic student/teacher attitudes toward problem-based learning were also recorded.

Introduction

Integration of technology and thinking skills through problem-based learning (PBL) is supported as an approach to science by standards such as the National Science Education Standards (National Research Council, 1996) the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993) and a recent report on K-8 science education (National Research Council, 2007). This approach promotes active student engagement in learning science (Lehman, George, Buchanan, & Rush, 2006). A problem-based learning model provides students an effective way to integrate curriculum in solving a poorly defined authentic problem with the teacher acting as a coach, thereby transferring learning responsibility to the student (Denton, Adams, Blatt, & Lorish, 2000;Torp & Sage, 2002). In this article we describe work with a third grade teacher involved in a technology outreach program in which we served as faculty mentors for integrating technology with science. We used the CoRT Breadth thinking skills (de Bono, 2000) to teach students problem-based learning of bird habitat adaptations.

Problem-based Learning

Barrows (n.d.) listed essential characteristics of problem-based learning: (a) students are responsible for their own learning; (b) the problem is ill-structured and open-ended to allow free inquiry; (c) A wide range of disciplines is integrated into the learning; (d) Students collaborate to solve the problem; (e) Ideas gained through self-directed learning are applied to the problem with reanalysis and resolution; (f) closure includes an analysis of concepts and principles gained from work on the problem; (g) self and peer assessment occur at the end of the unit; (h) the problem-based learning activities are valued in the real world; (i) students should be assessed on progress toward the goals of problem-based learning; and (j) problem-based learning must be the guiding pedagogical base for the curriculum rather than being part of a didactic curriculum.

The problem-based learning example unit on which this paper focuses conformed to the aforementioned ten characteristics. Students were formally assessed on acquired content knowledge, vocabulary, and curiosity through a set of pretest-posttest instruments. As Savery (2006) indicated, the adoption of problem-based learning in public schools is complicated by state-mandated curricula; standardized testing that supports drill and practice for the tests, and an instructional day that is organized by subject into time blocks. Additionally, teachers accustomed to direct and teacher-centered instruction generally need to experience problem-based learning themselves (Hitchcock & Mylona, 2000) to be successful in implementing student-centered problem-based...

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