更新时间2019-10-01 01:28:33
1.Deep projects take time. When we spend more than a mo-
ment on an observation or task, we make deeper, more
rewarding observations.Craftsmanship and research are the
behavioral embodiment of this concept.
2. Learning to problem solve, to create versus consume, is a
fundamental part of living a liberated existence. Exercising
creativity and self-exploration is as important as learning
facts, that were discovered by others. This is the core of
constructivism and the true spirit of exploration. Practicing
creativity builds creative confidence.
3. Autonomyisnotaprivilege,buttherightofthehumanchild
and essential to the intellectual and spiritual fulfillment of
the individual. Learning self-governance through construc-
tive autonomy is central to self-actualization.
4. Failure is not a measure of a person, it is a natural con-
sequence of trying something new and of learning. Failure
teaches us what works and what does not. Failure is essen-
tial feedback for all learners, engineers and scientists.
1.2. “The prompt”
Because PbS allows for individualized, learner driven experi-
ences, PbS lessons do not all look alike. Sometimes, students are
presented with open-ended problems, called prompts. Prompts in
PbS lessons are best likened to a game. Like most games, there
are goals and rules. The goals offer the big picture, like "get the
ball over the goal line", while the rules make the game purposeful
(content specific), safe and fun. We call the goals of the PbS game
"prompts". Once given the prompts, students solve a problem
using their knowledge or passion for skills related to t.e.a.m.s.
Using prompts, rather than a fixed set of instructions, is an
open-ended approach to learning that affords students choice and
voice, and promotes confidence, engagement and self-esteem [5].
An example of a prompt might be "Make something that can move
a75gsteelballfrompointAtoB,thatusestwoormoreformsofen-
ergy". Once given the prompt, students are given weeks to months
(Driving Principle 1) to form teams based on passion and/or skill
sets,brainstorm,thentestanditerateonvarioussolutions(Driving
Principles2,4).Nosolutionwilllookthesame,allowingforahighly
differentiated learning experience for each student or group of
students. The open-endedness of prompts provides students with
control over the "why, how and what" of their learning journey in
a way that a learner needs and values (Driving Principle 3).
Once a learner is given time to see themselves as a creative,
problem solvers, they are ready for the next phase of PbS. By
the end of the school year students may be charged with finding
their own problems to solve. They are prompted to do this by
observing their local environment for the possible needs of others
to address. This kind of problem finding can come in the shape of
slow looking (observation and inquiry) or interviewing others to
hear their needs (design thinking). With the PbS model, students
use slow looking to find needs, followed by authentic inquiry and
innovation, then we document what we learn and share our new
knowledge. Using design as a platform for authentic inquiry makes
sense to learners of any age.
1.3. Constructivism to constructionism in five units
PbS is one model for how to structure for constructivism that
allows content standards to be addressed. The PbS curriculum is
aligned with the United States Next Generation Science Standards
(NGSS) with a focus on NGSS "crosscutting concepts". In addition,
more twenty first century learning goals can be addressed, such as
creative confidence and designing solutions for the common good.
In an effort to make science literacy as authentic and rewarding for diverse learners as possible, PbS was structured using antidis-
ciplinary units or overarching themes. Themes can be applied to a
curriculum in English, math, history or science class. In Problem-
based Science, learners are exposed to specific scientific and math-
ematical content knowledge through five units: Materials, Pat-
terns, Structures, Systems and Problems. To teach science literacy
andproblemsolvinginamakerspace,anoverarchingframeworkof
Problems(design)andPatterns(mathandcomputationalthinking)
wasemployed.Bigideasinengineeringwereaddressedusingthree
more units, Materials (material science), Structures (physics and
engineering) and Systems (interdisciplinary science).
Overarching frameworks are so general, they can help teachers
facilitate interdisciplinary projects or units, applied to traditional
STEM topics at any age/grade level and in collaboration with the
humanities, math and the arts. Instead of specific content, such
as rocks, the human body, density, etc., the units are open-ended
enough to invite individual curiosity and passion and hone in on
skills and problems that allow students to construct their own
knowledge in specific fields or domains of science. To make a
unit more interdisciplinary, the facilitator can add a prompt to
encourage historical research, interviewing, artwork or writing.
1.4. Picking problems
When children face problems they want to solve, these prob-
lems may be within their skill set and imagination to solve, or far
outside of their abilities to solve alone. At times learners will run
into problems that they can solve quickly, with simple tools and
in relative isolation. At other times a learner will face something
novel that causes her to be stuck, she needs a clear tutorial or
mentor (peer or teacher) to get her to the next step. This is when
the tools of the internet, outside experts and antidisciplinary col-
laboration are required. In essence the walls of the classroom have
to be removed for real problems to be addressed.
译文：
1.深度项目需要时间。当我们在一项观察或任务上花费超过一个时间时，我们会进行更深入、更有回报的观察。工艺和研究是这一概念的行为体现。
2。学会解决问题，学会创造，学会消费，是自由生活的基本组成部分。发挥创造力和自我探索和学习别人发现的事实一样重要。这是建构主义的核心和真正的探索精神。实践创造建立创造性的信心。
3。自治不是特权，是人类孩子的权利，是个人智力和精神满足所必需的。通过建设性自治学习自我治理是自我实现的核心。4。失败不是衡量一个人的标准，而是尝试新事物和学习的自然顺序。失败教会我们什么有用什么不有用。失败是所有学习者、工程师和科学家的重要反馈。
4。失败不是衡量一个人的标准，而是尝试新事物和学习的自然顺序。失败教会我们什么有用什么不有用。失败是所有学习者、工程师和科学家的重要反馈。1.2。“提示”是因为PBS允许个性化的、学习者驱动的体验，PBS课程看起来不尽相同。有时，学生会遇到开放式问题，称为提示。提示inpbs课程最像一个游戏。像大多数比赛一样，有目标和规则。进球提供了大局，比如“让球越过球门线”，而规则使比赛有目的性（具体内容）、安全性和趣味性。我们称PBS游戏的目标为“提示”。一旦给出提示，学生就可以利用他们的知识或对T.E.A.M.S.相关技能的热情来解决问题。使用提示，而不是一套固定的指导，是一种开放式的学习方法，可以为学生提供选择和发言权，并提升信心，参与和自尊[5]，一个提示的例子可能是“做一些可以移动75个钢球的东西，用它们来改变能量”。一旦给出提示，学生们将被给予数周到数月的时间（驾驶原则1）来组成基于激情和/或技能集的团队，进行头脑风暴，然后测试各种解决方案（驾驶原则2，4）。任何解决方案看起来都一样，为每一个学生或每组学生提供高分化的学习体验。提示的开放性使学生能够按照学习者的需要和价值观（驾驶原则3）来控制他们学习过程中的“为什么、如何和什么”。一旦给了学习者时间将自己视为一个有创造力的问题解决者，他们就为下一阶段的PBS做好了准备。到学年结束时，学生可能会被指控找出自己的问题来解决。他们被提示通过观察当地环境来满足其他人的可能需求。这种问题的发现可以表现为目光短浅（观察和调查）或采访他人以听取他们的需求（设计思维）。在PBS模式下，学生们会慢慢寻找需求，然后进行真实的调查和创新，然后记录我们所学的知识并分享我们的新知识。以设计为平台进行真实的探究，使任何年龄段的学习者都能感受到。1.3。从建构主义到建构主义的五个单元pbs是一个如何建构建构主义的模型，它允许内容标准得到解决。PBS课程与美国下一代科学标准（NGSS）一致，重点放在NGSS“横切概念”。此外，还可以实现更多21世纪的学习目标，例如建立信心和为共同利益设计解决方案，努力使科学素养尽可能真实和有益于不同的学习者，PBS的结构是使用反间谍单位或总体主题。主题可以应用于英语，数学，历史或科学课的针灸。在基于问题的科学中，学习者通过五个单元接触特定的科学和数学内容知识：材料、模式、结构、系统和问题。为了教授科学知识和解决问题的空间，我们采用了一个总体框架，即问题（设计）和模式（数学和计算思考），并将材料（材料科学）分为三个单元。结构（物理和工程）和系统（跨学科科学）。总体框架是如此普遍，它们可以帮助教师促进跨学科项目或单元，应用于任何年龄/年级的传统专业课题，并与人文学科合作，数学和艺术。这些单元没有特定的内容，如岩石、人体、密度等，而是开放式的，以激发个人的好奇心和激情，磨练技能和问题，使学生能够在特定的科学领域或领域构建自己的知识。为了使aunit更加跨学科，建导师可以添加一个提示来鼓励历史研究、采访、艺术作品或写作。1.4。挑选问题当孩子们面对他们想要解决的问题时，这些问题可能是在他们的技能和想象力范围内解决的，或者是远远超出他们独自解决问题的能力。有时学习者会遇到一些简单的工具和相对孤立的问题，这些问题他们可以很快解决。其他时候，学习者会面临一些小说，导致她陷入困境，她需要一个明确的导师或（同侪或老师）让她下一步。这就需要互联网工具、外部专家和反教规实验室。实质上，为了解决真正的问题，必须拆除教室的墙壁。
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