KQED News Mind/Shift – Emily Boudreau
“In the field of instructional design, experts have debated whether student-led, problem-based approaches — what researchers call “constructivist” approaches — work. In a new study, cognitive scientist Tina Grotzer and her research partners found further evidence of the effectiveness of structured problem-based learning, in which educators can support students in moving from novice toward expert-level understanding. Grotzer and a team (Nancy Oriol, Stephanie Kang, Colby Moore Reilly, and Julie Joyal) looked at the Harvard Medical School MEDscience curriculum, founded by Oriol, that uses technology-mediated, problem-based learning simulations to enrich the experience of high school biology students.” (more)