Shifting the Language of Research Using Problem-based Learning Mark Dibble Texas Lutheran University

Shifting the Language of Research Using Problem-based Learning

Mark Dibble

Texas Lutheran University

What are you doing when you do research?

Student view of research

Research is about finding information Research is about finding information on a

topic Research is static

Faculty view of research

Research is about answering questions, solving problems

Problem based, not topic based Questions direct the research Circular – information leads to more

questions, more things to explore

The Problem

Students are confused about what research is actually about.

Students do not view research the same way as faculty

What are you doing when you are doing research?

Research is not about finding information for information’s sake

Research is not about topics.

Instead, research is about solving problems, answering questions

Topics

Large Unfocused Static Offers no direction

Research Problems

Focused Directed Smaller than topics Have a purpose

Example of a topic

Movie Times

Example of a Research Problem

When and where is “Movie X” playing?

Example of a Topic

Medical Ethics

Example of a Research Problem

Recently a medical researcher in Korea was accused of falsifying his research. What effect do his actions have on other medical research efforts? Why might a researcher make false claims? What role does the medical community play in “policing” research results?

Example of a Research Problem

For the last couple of years, Dove has run an advertising campaign featuring “real women.” Does an advertising campaign like this differ from traditional advertising for hygiene care products? How does advertising influence our ideas of what products a “real women”

should use or how they are suppose to look?

Example of a Research Problem

Many issues have come up during the presidential debates. One issue which has caused some division is the issue of illegal

immigration. One idea which has been proposed to control illegal immigration is the

building of a fence between the United States and Mexico. What would building a fence along the boarder entail and would it be

successful in controlling illegal immigration?

More on Topics

Topics do not eliminate any avenues to explore.

Everything is open. There is no automatic way to limit information.

More on Research Problems

Research problems close some avenues of research.

Not all information will answer a research problem.

Problem-based Learning

Provides a pedagogical method for focusing on research problems

Provides a way to model good research problems to students

Provides a way to show the difference between topics and research problems

What is Problem-based Learning

Developed in Medical Schools Designed to mirror real world situations Is student focused Involves hands-on activities Instructor serves as a guide not the giver of

knowledge Mirrors the research process Relates to the Information Literacy Process

Why use Problem-based Learning

It is student focused – wanted to shift the learning from lecture to hands-on

It can be used to model the research process Students know how to find information

already – the key is teaching them to find good information

Our Learning Objectives

To get students to think about why they are doing research

Model good research questions

Shift the emphasis away from just finding information to thinking about what information one needs to find

Our Learning Objectives

Show students that they need to think about their research before they look for information

Show students that different search tools provide different types of resources

Applying Problem-based Learning

Composition class – first time we are seeing the students

Meet with the classes twice

1st Session

In the classes normal classroom Introduce students to research problem Students work in groups Guided by worksheet Instructor monitors progress and offers

suggestions to groups

1st Worksheet

Research Problem:

With the increased reliance on standardized tests to measure academic achievement, everyone needs to be assured that the tests do not have any bias.  Is there a difference between the way the genders are taught and take tests?  Could these differences create an inherent bias in standardized tests?

What information will you need to solve this research problem?

1st Worksheet cont.

Where do you think you will find this information?

Search strategy, what keywords and phrases will you use to search for information?

Between now and when you come to the Library work through the Bulldogs Basic Skills tutorial at http://www.tlu.edu/library_bbs_main.

2nd Session

In library computer lab Students stay in groups from 1st session Each group has select resources to explore Guided by worksheet Instructor monitors progress and offers

suggestions to groups

2nd Worksheet

Using your search strategy suggestions from part 1, explore to following sources to see if you can find appropriate information resources to answer your research problem.

Library CatalogAcademic Search CompleteLexis-Nexis Academic Universe

These resources are available on the Library homepage: http://www.tlu.edu/library. Academic Search Complete and Lexis-Nexis are available by following the “Database Link.”

What keyword(s) or search phrase did you start with?

Does your search strategy provide you with good results? What criteria are you using to judge your results?

2nd Worksheet cont

What type of resources are you finding with:Library Catalog:Academic Search Complete:Lexis-Nexis:

Will these allow you to answer your research problem?

Why or why not?

2nd Worksheet cont

Do you need to adjust your search strategy?

Why or why not?

What additional information do you think you will need to answer your research problem?

What using Problem-based Learning Does

Students build on own prior knowledge Involves active learning – students are not

passive learners Is relevant to what students are already

doing. Students focus on finding only relevant

information

Working with Faculty

Librarians work with faculty to design a research problem which relates to the class

Faculty need to shift their language from topics to research problems

What using Problem-based Learning has shown us

Students are concrete thinkers Students become involved in the process Librarians are able to see how students think

about research Increase in the “ah hah” moments (Boolean

operators)

Conclusions

Librarians need to model research as it is done by faculty

Research is about solving research problems Problem-based learning provides a good

framework for teaching students how to conduct research

Thank you

Mark Dibble

mdibble@tlu.edu