Teaching for Meaningful Learning #13

1. Teacher and the textbook as the primary source of knowledge.

2.Student Drive (Thomas 2000), Increases exploration and thought (Boaler 1997), growth in their ability to support their reasoning with clear arguments (Stepien, Gallagher, & Workman, 1993)

3.Identify what they need to learn in order to solve a problem, and generate strategies for solution (Barrows, 1996; Hmelo-Silver, 2004), Students who are enrolled in problem-based curricula score higher on clinical problem-solving measures and on actual ratings of clinical performance (Vernon & Blake, 1993; Albanese & Mitchell, 1993),Similar problem- or case-based approaches have been used in business, law, and teacher education to help students learn to analyze complex, multifaceted situations and to develop knowledge to guide decisionmaking (see, e.g. Lundeberg, Levin, & Harrington, 1999; Savery & Duffy, 1996; Williams, 1992).

4.Good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986),Direct instruction with inquiry opportunities, scaffolding the learning of individual students through modeling and feedback, facilitating learning among multiple groups, and developing assessments to guide the learning process (Blumenfeld et al., 1991; Marx et al., 1994, 1997; Rosenfeld & Rosenfeld, 1998; Sage, 1996)

5. The main difference is they focus on different areas, such as one is meaningful learning, one is problem and how to solve them, and the last is creating something and figure out how to do it with little matters.

6.To make the lesson meaningful for the learner so they will retain more of it.