Embedding Critical Thinking Pedagogy into Distributed Problem Based Learning Course Design - the Cases of Advanced Placement Physics and Personal Planning Ten

摘要

This position paper outlines the rationale, theoretical & design frameworks as well as offering a discussion of practical issues associated with embedding a (CT) pedagogical model into DL course design. Our BCCampus and BC Education On-line funded development project provides an opportunity to discuss and illustrate both theory and practice. The instructional design involves The Critical Thinking Consortium's pedagogical model allowing designers to embed CT pedagogy that problematizes background knowledge, supports developing effective criteria for judgment, teaches CT concepts, employs use of CT learning strategies, as well as providing for a focus on developing the habits of good thinkers. The course design is discussed with reference to Nelson's components that provide for "congruent design" providing a CT embedded approach to PBL including: 1) the use of: student centred and ill-structured problems; 2) a multi-disciplinary focus; and 3) opportunities for self-regulation, collaboration and evaluation of proposed solutions. Some argue that such an approach offers the opportunity to develop "deep understanding" rather than mere surface learning that is evident within various representations of design principles claiming to address teaching CT. We take up Nelson's components as a framework for assessing aspects of the new course design.