Developing Problem-Based Curriculum: Unlocking Student Success Utilizing Critical Thinking and Inquiry
Edition: 1
Copyright: 2008
Pages: 162
Edition: 1
Copyright: 2008
Pages: 164
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The purpose of this book is to demonstrate the integration of a strategy for integrating the use of open-ended scenario based curriculum that focuses on problems with a multidisciplinary curriculum model. Developing a problem-based curriculum in this way requires the developer to identify a current real world problem and define that problem within the context of the Critical Thinking Curriculum Model (CTCM). As defined previously, the CTCM is built on four primary aspects including educational components, the technology components, the assessment components and the community components.
The use of Problem-Based Learning (PBL) as a context for this approach is also fundamental, as is aligning the goals and objectives of the curriculum to the national and state standards as needed in the classroom. The planning process is paramount in this approach, and this book offers not only a method for designing and developing a problem-based curriculum, but also offers a guided process to follow. There is also a sample curriculum that further shows the process in a pragmatic and practical manner.
The goal of this book is to help provide educators and students opportunities to engage in critical thinking opportunities that will increase the abilities of individuals to better understand the world in which they live and to contribute to the development of solutions. The opportunity to engage students in real world activities that require the use of analysis and synthesis in the process of developing and presenting a plan of action is to model how real change and real thinking take place in the real world.
Dr. William H. Robertson is an Associate Professor in the Teacher Education Department in the College of Education at the University of Texas, El Paso. His academic areas of expertise are in science education, curriculum development and technology integration in the K-12 levels. A long time participant and performer in skateboarding with over 40 years in the sport, Dr. Robertson has developed Dr. Skateboard’s Action Science (http://www.drskateboard.com), which addresses physical science concepts for middle school students utilizing skateboarding and bicycle motocross (BMX). He is the author of Action Science: Relevant Teaching and Active Learning. Additionally, he develops, researches and teaches materials related to problem-based learning and action science. Dr. Robertson was a recipient of the 2009 University of Texas Regents' Outstanding Teaching Award for Tenure-Track Faculty and in 2008, Dr. Robertson was selected as a Fulbright US Scholar and worked in Santiago, Chile at the Universidad Metropolitana de Ciencia de la Educación (UMCE) in the department of Physics. Previous to coming to UTEP, Dr. Robertson was an employee at Los Alamos National Laboratory (LANL). Dr. Robertson completed his Ph.D. in Multicultural Teacher and Childhood Education with an emphasis in science and technology at the University of New Mexico in 2000. He has also obtained a Master's degree Science Education from the University of Colorado - Boulder, a BA degree in Spanish from UTEP, a BS in Biology from Northern Arizona, a BA degree in History from Duke University.
The purpose of this book is to demonstrate the integration of a strategy for integrating the use of open-ended scenario based curriculum that focuses on problems with a multidisciplinary curriculum model. Developing a problem-based curriculum in this way requires the developer to identify a current real world problem and define that problem within the context of the Critical Thinking Curriculum Model (CTCM). As defined previously, the CTCM is built on four primary aspects including educational components, the technology components, the assessment components and the community components.
The use of Problem-Based Learning (PBL) as a context for this approach is also fundamental, as is aligning the goals and objectives of the curriculum to the national and state standards as needed in the classroom. The planning process is paramount in this approach, and this book offers not only a method for designing and developing a problem-based curriculum, but also offers a guided process to follow. There is also a sample curriculum that further shows the process in a pragmatic and practical manner.
The goal of this book is to help provide educators and students opportunities to engage in critical thinking opportunities that will increase the abilities of individuals to better understand the world in which they live and to contribute to the development of solutions. The opportunity to engage students in real world activities that require the use of analysis and synthesis in the process of developing and presenting a plan of action is to model how real change and real thinking take place in the real world.
Dr. William H. Robertson is an Associate Professor in the Teacher Education Department in the College of Education at the University of Texas, El Paso. His academic areas of expertise are in science education, curriculum development and technology integration in the K-12 levels. A long time participant and performer in skateboarding with over 40 years in the sport, Dr. Robertson has developed Dr. Skateboard’s Action Science (http://www.drskateboard.com), which addresses physical science concepts for middle school students utilizing skateboarding and bicycle motocross (BMX). He is the author of Action Science: Relevant Teaching and Active Learning. Additionally, he develops, researches and teaches materials related to problem-based learning and action science. Dr. Robertson was a recipient of the 2009 University of Texas Regents' Outstanding Teaching Award for Tenure-Track Faculty and in 2008, Dr. Robertson was selected as a Fulbright US Scholar and worked in Santiago, Chile at the Universidad Metropolitana de Ciencia de la Educación (UMCE) in the department of Physics. Previous to coming to UTEP, Dr. Robertson was an employee at Los Alamos National Laboratory (LANL). Dr. Robertson completed his Ph.D. in Multicultural Teacher and Childhood Education with an emphasis in science and technology at the University of New Mexico in 2000. He has also obtained a Master's degree Science Education from the University of Colorado - Boulder, a BA degree in Spanish from UTEP, a BS in Biology from Northern Arizona, a BA degree in History from Duke University.