The WWW and Problem Based Learning in Introductory Philosophy :: Education Teaching Essays

The WWW and Problem Based teaching in Introductory PhilosophyABSTRACT This essay explains how problem- ground teaching and the World all-embracing Web (WWW) may be utilise in collaboration to work shift scholarly person learning experiences in dramatic ways and to encounter the tasks and concerns of philosophy. We result provide a guided tour of the web site and the problems utilise in the course, and impart describe how these pedagogical strategies may be used to complement traditionalistic classroom venues without making a commitment to whirl a course completely on-line for distance learning scenarios. Problem-based learning pull up stakes also be described and its importance to philosophical dictation will be emphasized. We argue that teaching philosophy by elbow room of problems is more philosophically sound than taking a discrete topical or textual approach. Challenges to this pedagogy are uncovered and discussed. This paper will focus on two significant instruction al methods, problem based learning and the use of the web as a teaching tool. It will provide details of the ways in which these two methods have been structured in an Introductory Philosophy class. We will be demonstrating the navigation of our intromission to Philosophy course web site.I. Problem Based LearningProblem-Based Learning (PBL) is a method of teaching and learning that stresses problem solving activities as a means to encountering and applying knowledge. (Barrows, 1984) It develops out of a strong concern that traditional education stresses the acquisition of factual knowledge without long term guardianship of that in changeion, the ability to apply the material, the skill to think critically, or the understanding of the mise en scene in which knowledge develops and relates. (Norman, 1988, Bridges, 1992, Walton and Matthews, 1989).PBL uses a set of problems - simulations, ethical dilemmas, case studies, medical examination diagnoses or decisions, legal disputes, pu blic policy issues - as the framework for disciple learning. The closer the problem is to a real life, relevant problem, the better it functions as a learning motivator. (Bridges, 1992). In traditional lecture and discussion format classes, the instructor introduces the material that he/she deems appropriate and then tests the students knowledge of the material. In PBL, the student is initially confronted with a problem that requires a solution. The problem drives the student assignments and learning tasks. It is the avenue through which students become acquainted with the material. Barbara Duch says In a traditional science class, learning tends to proceed from the abstract to the concrete, with concepts being introduced first, followed by an application problem.