Engaging students in problem-rich learning processes

Gu Xiaoqing
East China Normal University
China

In this presentation, a model of ICT-supported engaged-learning with rich problems will be presented. Problem-based learning has been accepted as an effective learning model, but most practical cases of problem-based learning are still biased by the traditional ideology of pedagogy in which students are asked to answer questions or solve problems designed by the teacher, leaving little room for students to generate their own problems. It was argued that it is also very important for students to learn to generate or discover problems relevant to the knowledge framework of the curriculum being studied.

As one of the efforts to promote problem-generating capabilities, the author will introduce their endeavors for creating a problem-rich learning process in which students are engaged in tackling problems in which both teacher designed questions/problems and student generated ones are interweaved. For convenience in further discussions, this kind of learning is called problem-rich learning (PRL). For practical reasons, PRL should be carried out around the knowledge framework of the curriculum in the context of K­12 education. Following an introduction to the framework of the methodology and technology for designing PRL, I will address issues found in our practices in implementing the PRL model.