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The Role of Criticism in Understanding Problem Solving

Honoring the Work of John C. Belland

  • Book
  • © 2012

Overview

Editors:
  1. Samuel B. Fee

    1. Washington and Jefferson College, Washington, USA

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  2. Brian R. Belland

    1. Utah State University, Logan, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Establishes criticism as a valuable tool for research in Educational Technology
  • Provides case studies to fully explain the role for criticism in PBL research
  • Proposes a fresh new approach to solve complex research questions within Educational Technology
  • Introduces a new method for data analysis and analysis of research results in PBL
  • Includes supplementary material: sn.pub/extras

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-viii
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  2. Understanding Criticism and Problem-Based Learning: An Introduction

    • Samuel B. Fee, Brian R. Belland
    Pages 1-10

  5. Problem-Based Learning (PBL)

    1. Front Matter

      Pages 113-113
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  7. Case Studies and Current Practice

    1. Front Matter

      Pages 185-185
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    2. Design for Media: Nurturing the Transition of Media Arts Students from Consumers to Producers Through Deliberate Practice

      • Charlotte Belland
      Pages 187-196

    3. Genetic Literacy and Problem-Based Learning

      • Rick Voithofer
      Pages 197-214

    4. Correlating Problems Throughout an Interdisciplinary Curriculum

      • Samuel B. Fee, Amanda M. Holland-Minkley
      Pages 215-230

    5. Ethical Angles on Service Learning

      • Nick Eastmond, Jonathan M. Thomas
      Pages 231-243
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Keywords

About this book

In 1991, Denis Hlynka and John Belland released Paradigms Regained, a well received reader for graduate students in the field of educational technology. The Role of Criticism in Understanding Problem Solving updates some of those ideas initially proposed in Paradigms Regained, and extends the conversation into the contemporary discourse regarding problem based learning (PBL). Paradigms proposed the idea of criticism as a third method for the conduction of educational research, the first two being qualitative and qualitative. The concept of criticism as a tool for research is not well established in educational technology, although it is well established in other educational research traditions such as Curriculum Studies. Unfortunately, it is not always clear how criticism can be applied. This book views criticism as a way to step back and look at an educational intervention within educational technology through a particular critical lens. Criticism is viewed as a valuable approach to guiding meta analyses and theoretical studies, serving to prevent the proverbial "spinning of the wheels" that often happens in educational research. By indicating new potential research questions and directions, criticism approaches can invigorate educational research. This book revisits the ideals of criticism in order to establish their usefulness for studying educational technology interventions to support problem based learning. First, a few foundational chapters set the stage for the conversations on criticism. Then, the role criticism can play in enhancing analysis and interpretation of the PBL literature is explored. Finally, case studies addressing the central concepts of the text are presented and dissected. This book represents a complete overhaul and rethinking of the use of criticism as a method for understanding and furthering the research area of PBL within the field of Educational technology.

Editors and Affiliations

  • Washington and Jefferson College, Washington, USA

    Samuel B. Fee

  • Utah State University, Logan, USA

    Brian R. Belland

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