Modelling And Application Researches On PBL

The study of core concepts is an important and indispensable component in science education researching. How to teach important concepts and make teaching design around the core concepts? It’s an issue that attracts all education experts’ attention around the world. The Compulsory Education Biology Curriculun Standard(2011 edition)in China makes it clear that we should pay attention to the teaching of important concepts. The High School Biology Curriculun Standard also encourage students to understand key concepts through the process of solving practical problems. As a result, the students can make personal decisions and take parts in discussions on public affairs with the help of these concepts.Problem-Based Learning(PBL), which was vogue in medical education first, has focus students’ learning on ill-defined, complex and‘real world’ problems. This approach encourages students to construct knowledge in the process of problem solving with the benefit that the students construct an extensive and flexible knowledge base and develop effective problem-solved skills. Is it possible to integrate PBL with biology teaching in senior school, in order to help students learn concepts,then realize the concept teaching based on PBL.This thesis attempts to establish a model based on PBL to guide the instructional design for concept teaching under the direction of relative theory and literature. It consists of three parts.A. Propose the research questions. We determine what and how to research on the basis of analysis the development trends of international science education and PBL and literature study on concept and its expression, the formation and transformation of concepts, concept teaching and research on PBL.B. Establish the model based on PBL that guides the instructional design for concept teaching. We establish the model with two steps.At first, we analysis the elements and implementation of PBL and get an idea of teaching process in senior school with the guiding of theories about the formation and transformation of concepts. The teaching process concludes three steps. That is,(a) presenting the initiating trigger at the beginning of class to expose students’ preconcept;(b) the students study and form conception with the help of problem-lists;(c) the teacher use some methods to heip students perfect the concept map, then the target concept is consolidated.Secondly, we summarize the basis tools and ideas for concept teaching to guide the design of questions in the teaching process through literature study on instructional designs for concept teaching. Then weestablish the model based on PBL that guides the instructional design for concept teaching.C. The application of the model based on PBL that guides the instructional design for concept teaching. The study take ‘Ecosystem and Its Stability’ as an example to conduct applied study. With the reference base of Compulsory Education Biology Curriculun Standard and High School Biology Currilulum Standard, the key concepts and their inferior conceptions of ecosystem are selected and expressed with declarative statements. Then develop a two-tier diagnostic instrument to assess high school students’ understanding of ecosystem and conclude common misconceptions and pedagogical implications. We choose a typical concept and make a further analysis and instructional design according to the model.At the last of the thesis, we summarize research, reflect the shortcomings of the study, and clear the direction for continued research.