Fish

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Fish Wildlife Bio/Sci 2700ICHTHYOLOGY

• A Problem Based Learning Environment

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Overview of Theoretical Designs

• Activity Theory
• Cognitive Apprenticeship
• Cognitive Flexibility
• Situated Learning Anchored Instruction
  Goal-Based Scenarios
• Case-based Learning
• Case-based Reasoning
• Argumentation

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Activity Theory
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Activity Theory

• Subjects Junior- and senior-level students
• Community Wildlife Management, Aquatic Sciences,
  Biological Sciences, subject-area experts
• Rules cooperate, collaborate, communicate
• Division of effort learners, co-learners, TA
• Tools language, computers, models, samples,
  schemas, concept maps, causal maps
• Activity transforms the object into the outcome
• Object practice applying new knowledge to a
  problem
• Outcomes professional problem-solvers

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Activity Theory

• Student-centered learning environments
• Students learn to solve problems by doing
• Knowledge and learning are contextually bound
• Students have access to text, graphics, and video
  resources that contribute to their understanding
• Modeling tools are used to represent mental models

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COGNITIVE APPRENTICESHIP

• Compelling introduction through a real-world
  problem is background for cases
• Relevant, Engaging, Challenging!
• Modeled application through 3 cases
• Scaffolded practice after each case
• Guided reading and reflection upon learning
• Conceptual representation w/causal maps
• Challenge builds and scaffolding phases out

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COGNITIVE APPRENTICESHIP

• 3 Model cases explain causes of
  decline/extirpatn
• 6 experts w/multiple perspectives add ideas
• Causal maps scaffold learners to make connections
• Collective problem-solving thru argumentation
• Group tasks help scaffold knowledge construction
• Argumentation increases challenge and leads to
  deeper understanding and higher-order thinking
• Helps students construct explanations learning
  is a continual process of negotiation

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Cognitive Flexibility

• Complex, ill-structured, ill-defined problems
• NO RIGHT ANSWER to many of the issues
• Open-ended questions induce learners to actively
  participate in constructing their own truth
• 3 distinctly different complex cases to explore
• Themes vary, relationships differ, similar
  species

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Cognitive Flexibility

• Hypertext provides non-linear learning access to
  additional resources i.e. youtube, research
  papers, newspaper articles leads to
• Multiple representations of information text
  guided by questions, pictures,
• Multiple representations of knowledge T/F
  quizzes, causal maps, multimedia, concept map,

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Situated Learning Anchored Instruction
Goal-Based Scenarios

• Role-playing activity
• Assume the perspective of a Pallid Sturgeon
• Make at least 5 recommendations to US Fish
  Wildlife that would enhance your quality of life
  and increase the Pallid Sturgeons population.
• Acknowledge key stakeholders and their arguments
  opposing your position
• State at least 5 reasons to your support position
• State at least 5 reasons to refute your position

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Argumentation

• Argumentation task requires students to analyze,
  reflect, articulate, and refine understandings
• Prediction requires students to apply knowledge
  regarding threats and solutions to future
  implications for species
• Infer causes of morphology
• Negotiate alternative explanations

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Case-based learning

• Students construct knowledge and develop
  requisite thinking skills studying authentic
  cases
• What is causing the extirpation of sturgeon?
• Students manage complexity like practitioners
• Students debate ideas, manipulate variables,
  communicate findings
• Problems are ill-structured and emerge gradually

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Case-based learning

• Similar themes represent multiple perspectives of
  overlapping, interrelated cases
• Scaffolding in the form of authentic cases,
  reading is guided by questions
• Partially constructed causal maps, expert
  opinions, guided readings, and feedback on
  quizzes provides support to novice learners
• Constraints novice learners, 3 hr course, 3-4
  week long unit, little experience, bias

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Complexity

• Tasks gradually introduce complexity
• Lake Sturgeon introduces overharvesting
• Pallid Sturgeon uses overharvesting, dam
  construction, environmental pollution
• Shovelnose increases complexity by adding issues
  related to invasive species and hybridization
• Independent research on Paddlefish requires
  transfer as well as some unique problem-solving
• Transfer of complexity from one case to the next

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Collective decision-making

• Group tasks
• True/False self-check quiz follows each case to
  check individual comprehension
• Causal maps require students to reflect on the
  relation of threat to fish attributes such as
  life history, behavior, and morphology of pallids
• Argumentation is applied to cases to predict
  outcomes and justify reasons among peers

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Support Provided

• True/False self-check quiz provides feedback
• Causal maps use a drag and drop function as well
  as comments to the student
• Argumentation requires peer interaction
• Concept map requires students to construct their
  own understanding of factors related to the
  extirpation of the species
• Expert opinions provide guidance

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Case-based learning

• Students construct knowledge and develop
  requisite thinking skills studying authentic
  cases
• What is causing the extirpation of sturgeon?
• Students manage complexity like practitioners
• Students debate ideas, manipulate variables,
  communicate findings
• Problems are ill-structured and emerge gradually

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Case-based learning

• Similar themes represent multiple perspectives of
  overlapping, interrelated cases
• Scaffolding in the form of authentic cases,
  reading is guided by questions
• Partially constructed causal maps, expert
  opinions, guided readings, and feedback on
  quizzes provides support to novice learners
• Constraints novice learners, 3 hr course, etc.