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  • Book
  • © 2012

The Role of Criticism in Understanding Problem Solving

Honoring the Work of John C. Belland

Editors:

  1. Samuel B. Fee

    1. Washington and Jefferson College, Washington, USA

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    You can also search for this editor in PubMed   Google Scholar

  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

Part of the book series: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies (LSIS, volume 5)

Sections

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-viii
    PDF

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

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

  3. Critical Theory

    1. Front Matter

      Pages 11-11
      PDF

    2. Argumentation, Critical Reasoning, and Problem Solving

      • J. Michael Spector, S. Won Park
      Pages 13-33

  5. Problem-Based Learning (PBL)

    1. Front Matter

      Pages 113-113
      PDF

  7. Case Studies and Current Practice

    1. Front Matter

      Pages 185-185
      PDF

    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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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.
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Keywords

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Editors and Affiliations

  • Washington and Jefferson College, Washington, USA

    Samuel B. Fee

  • Utah State University, Logan, USA

    Brian R. Belland

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