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Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member.If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Comparative international reports and evaluation reports or audits on the quality of university studies reflect a concern about the quality of graduates in their plea for more skills-oriented education, more real-life orientation of study, more group work and interdisciplinary collaboration, less emphasis on declarative knowledge, et cetera.Guidance in using videodiscs and CD-ROMs is programmed and controlled by a computer that directs students' attention and frequently requires students to make decisions about their own learning.
Using Integrated Electronic Environments for Collaborative Teaching/Learning Learning and Instruction, Vol. The position of this contribution is that traditional didactic instruction and instructional design models - at least at the level of higher post-secondary education - must be relegated to the past. Describes problem-based learning (PBL) as a science teaching approach that combines both school and real-world science.Explains how to design an ill-structured problem considering local, state, and national standards; finding and preparing data; implementing PBL in the classroom; and its benefits and student assessment.ADDITIONAL RESOURCES Journal Articles - To access most of these Journal Articles, you must be a student, faculty or staff member at an Ohio LINK affiliated institution.Access to Ohio LINK may be available to Ohioans through their local, public, or school libraries. This paper briefly examines the literature on (a) problem-based learning (PBL), including constructivism and problem solving, and (b) learning in context, including mediation, embodiment, distribution, and situatedness.However the teacher facilitates the children's investigations, the activities should be nested in authentic, real-life problems.The use of interactive video is also proving to be an important instructional strategy.One reason proposed for this lack of transfer is that problem solving and learning have not taken place in real-world contexts.The use of videotapes, DVDs and CD-ROMs depicting real-life situations or simulations of these (either alone or in tandem with computers) makes it much more feasible to teach using real-world situations.Issues in Teacher Education, Publication Date: 22-MAR-05 Dass, Pradeep M.Recent science education reform efforts have focused on science instruction that enhances student understanding of the nature of science, enables them to critically analyze scientific information as well as to apply it in real-life situations, and sets them on a path of life-long learning in science.