Problem -Based Inquiry in Recreationand Sport Management Curricula
Journal Title: Choregia - Year 2007, Vol 3, Issue 2
Abstract
Today, a great percentage of college professors design courses around lecturing; these courses are usually contentdriven, emphasizing abstract concepts over concrete examples and applications (Duch, Groh, and Allen, 2001). This approach to teaching is no longer sufficient to develop the skills and abilities college graduates need to possess today in the workforce. The reason is simple: lectures fail to cultivate higher cognitive levels of understanding. Lecturing has survived as the traditional information delivery system in classroom not because of its documented success, but because professors are familiar with this teaching approach (this is how they learned). It is relatively easy to construct, but does little to foster the development of process skills to complement content knowledge. In addition, assessment techniques used in the classroom, like quizzes, mid term and final exams, lead students to a dry memorization of facts, with minimum or no effort to challenge their higher cognitive levels of understanding, and critically think and resolve problems with an increased level of complexity. This approach to learning reinforces false student attitudes regarding learning; for them the sole responsibility for creating a learning environment lies with the instructor, who is responsible of delivering content, provide the information needed, lead the learning process, be a great story teller, and eventually assume a role that resembles that of an entertainer. As a result of this perception, students see themselves as a passive receiver of information; their only responsibility is how to excel in midterm and finals. John Dewey observed that «true learning is based on discovery guided by mentoring rather the transmission of knowledge» (Boyer, 1998, p. 15). There are teaching practices that do foster skill development without forsaking content. Problem-based learning is one of these powerful learning processes, because it uses real world problems to help students identify and apply research concepts and information, work collaboratively, and communicate effectively; In addition, it is a teaching strategy that promotes life-long habit of learning.
Authors and Affiliations
Athanassios Strigas| Assistant Professor in Recreation & Sport Management, Indiana State University
Keywords
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- EP ID EP12543
- DOI http:dx.doi.org/10.4127/ch.2007.3.2.57-62
- Views 355
- Downloads 25
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