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Problem Based Learning: The Art of Asking Questions by Roger Lewis Fischel
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Problem Based Learning: The Art of Asking Questions |
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Education
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Problem based learning begins when one asks questions. Questions present problems that require solutions. In this article, I suggest there are two main categories of questioning under which six questions fall. I think of the categories as 1) factual, and 2) motivational. Three questions fall under factual, 1) when, 2) where, and 3) how. One is motivational, why. Finally, two appear to cross lines between factual and motivational, 1) who, and 2) what. In addition, as John Dewey and other pragmatists argued, questions must lead to warranted assertions. This means that not every question asked is either proper or productive. Richard Rorty called this distinction normal and abnormal discourse. In normal discourse, there are limits to the questions one can and should ask. So long as the questions asked lead to expected results, they represent the norm of the subject studied. When the results no longer fit the questions posed in normal discourse, one begins to ask abnormal questions. In the latter phase of discourse, not every set of questions posed serves a useful purpose. In the end, a new set of questions emerge as normal until they too no longer serve a purpose. What does this have to do with studying and effective study tips? Two things immediately come to mind. First, when studying a specific discipline, one of the keys to learning is to figure out the right questions. Secondly, learn the difference between normative questions and frivolous questions. Normative questions lead to rational answers. Frivolous questions, abnormal questions tend to misdirect and mislead. Going back to Dewey and warranted assertions, answers must be warranted based on the normative nature of the question asked as well as the evidence supporting the assertion. Applying Questions to Study Habits Studying a discipline means, in part, discovering the normative questions of that discipline. Generally, these questions fall into what Kuhn called a paradigm. Paradigm's serve a theoretical purpose in the sense that the paradigm defines the discipline. When unexpected experimental answers arise, paradigms appear to be in need of redefinition. Studying from kindergarten through post-secondary school relies on paradigmatic knowledge. It is not until one goes on to graduate school that paradigms may be successfully challenged. And even then, there must be an earth shattering shift for that to happen. In science this kind of revolution might occur once in 500 years. In science, theories guide practice. In the humanities, theoretical approaches are less fixed than in the sciences. In fact, there may be approaches in conflict allowing practitioners to argue about which approach is best. In language studies, for example, there is a conflict between those favoring author intent and those privileging reader construction as the proper way to interpret a fictional work. Unlike the sciences, there may be more than one or two normative approaches. In the humanities, with the lines less firmly drawn, the room for conflict is much greater. In either case, science or humanities, one should assume that normative discourse prevails. Learning the ins and outs of the normative approach makes learning much easier. Learning The Normative Discourse There are, I believe, three ways to learn normative discourse that, in turn, leads to problem based learning. Generally, where a text book is available, authors tend to stay well within the normative discourse of the field. Sometimes the author's bias is abundantly clear while other times it is less obvious. Paying close attention to the questions author's ask, either as a part of the text or as review questions at chapter ends is one sure fire way to absorb the normative discoruse of the field. A second way to get a handle on normative discourse is to listen closely to teachers. More often than not, teachers are well schooled in the normative questions in their field. By paying attention to what kind of questions asked and the form of the questions, one may figure out the normative bias. By figuring out the 'correct' questions to ask, a student creates an atmosphere of what I refer to as disciplinary problems. Once one understands these normative problems, one graduates to the third approach. Finally, the student begins to anticipate the questions that one may effectively ask. By posing one's own questions, perhaps comparing them to author questions, one may check on understanding. Study Time and Questioning While studying, the more students ask questions the closer they come to understanding the normal. It is important to consider that basic learning in a discipline first requires that one learn the 'rules.' It is like an artist that wishes to paint abstracts must first learn to draw. People wishing to play a musical instrument must first learn scales. There are no two ways about it. Learning the basics comes before extending creativity. It is this that makes problem based learning so exciting. _______________ Dr. Roger Lewis is the owner of Effective Study Tips where he introduces parents and their children to the most effective study habits we know of. Dr. Lewis is a career educator teaching in both middle-school settings and in university departments of education. His specialty is in the teaching of reading methods for k-12 students. He is now retired concentrating on sharing his knowledge with a broader audience.
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problem based learning, effective study skills, questioning,
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