Helmi Rizki A 1511202953

Prasetyo Adi N 15113029

 Inquiry Based Learning

Problem Based Learning

Project based Learning

 "Inquiry" is defined as "a seeking for truth, information, or
knowledge -- seeking information by questioning."

Inquiry is an approach to learning that involves a process of

exploring the natural or material world, that leads to asking questions
and making discoveries in the search for new understandings

a method of teaching science where students learn science by using

similar methods, attitudes and skills as scientists do when they are
conducting scientific research. Students get to act like 'mini-
researchers.

Progress is assessed by how well students develop experimental and

analytical skills rather than how much knowledge they possess
 Research Findings:
Understanding science is more than knowing facts.

Students build knowledge on what they already

know (preconceptions)

Students formulated new knowledge by modifying

and refining their current concepts (misconceptions)
 Engage

Extend Evaluate Explore

Explain
 Flexible and adaptable for a
variety of projects.
Helps to build self-esteem
through allowing them to be
more active in their own
learning process, rather than
passive via traditional lecture
based methods.
Reinforces and builds several
skills of students in the areas of
physical, emotional, and
cognitive.
It can work with any age group.
Doesnt work for all science
topics.
Requires more planning,
preparation, and responsiveness
from the educators.
Educators must be skilled in
helping students learn the art of
asking a good question.
Requires more class time
May be less able to meet goals
of standardized testing
 Problem-based learning is a learner-centered approach to
teaching and learning in which the learner learns about a
subject through problem-solving.

In a problem-based learning (PBL) model, students engage

complex, challenging problems and collaboratively work
toward their resolution.

PBL is about students connecting disciplinary knowledge to

real world problemsthe motivation to solve a problem
becomes the motivation to learn
 Role of Teacher: Role of Student:
As coach: As participant:
Presents Actively grapples
problematic with the
complexity of the
situation situation
Models, coaches, Investigates and
and fades resolves problem
Engages in process from the inside
as co-investigator
Assesses learning
 Problem-based learning is student-centered.
In a PBL course, students and the instructor
become co-learners, co-planners, and co-
evaluators as they design, implement, and
continually refine their curricula.
PBL fosters collaboration among students,
stresses the development of problem solving
skills within the context of professional
practice, promotes self-directed learning, and
is aimed at increasing motivation for life-long
learning.
 1. Clarify : The students read through the problem, then identify
and clarify any words or concepts they dont understand.
2. Define : The students work together to define what they think the
problem is
3.Analize : The students discuss the problem (no shifting of ideas)
4. Review : Students now try to arrange their ideas and explanation
into tentative solutions.
5. Identify learning objectives : The group reaches a consensus on
learning objectives.
6. Self Study : Students individually gather information towards the
learning objectives and prepare to share their findings with the rest
of the group.
7. Report : The students come together in their groups and share
their results. The facilitator checks that the learning objectives have
been met
 Promotes an interdisciplinary approach to
learning
Promotes collaborative learning
Requires advanced cognitive skills, higher
order thinking
Requires research from multiple sources
Ideal for heterogeneous classrooms
Reverses teacher and student roles
Project-Based Learning is a comprehensive
instructional approach to engage learners in
sustained, cooperative investigation (Bransford
& Stein, 1993).
 Project-based learning is a
dynamic approach to
teaching in which students
explore
real-world problems and
challenges. With this type
of active and engaged
learning, students are
inspired to obtain a
deeper knowledge of
the subjects they're
studying.
 Improved Learning Strategies & Thinking Skills:
learning to learn, life-long learning, active learning
and cooperative learning.
Contextual Learning
High Standards for All Learners
Changing Roles and Increasing Participation:
students as teachers, teachers as coaches, parent
and community involvement.
 Access. Students need access to a wide variety of
concrete and digital materials anytime, anyplace.
Shareable. Students need to make something
that is shareable with others.
Novelty. Few project ideas are so profound that every
child needs to engage in its development in every
class.

(by Gary Stager, Ph.D.)

 Learner-centered environment
Collaboration
Curricular content
Authentic tasks
Multiple expression modes
Emphasis on time management
Innovative assessment
 Increased attendance, growth in self-reliance, and improved
attitudes toward learning (Thomas, 2000)
Academic gains equal to or better than those generated by
other models, with students involved in projects taking
greater responsibility for their own learning than during
more traditional classroom activities (Boaler, 1997; SRI,
2000 )
Opportunities to develop complex skills, such as higher-
order thinking, problem-solving, collaborating, and
communicating (SRI, 2000)
Access to a broader range of learning opportunities in the
classroom, providing a strategy for engaging culturally
diverse learners (Railsback, 2002)