DISTRIBUTION A: Approved for public release; distribution is unlimited. Approval given by 88ABW/PA, 88ABW-2015-4073, 26 Aug 2015

Gaming Research Integration for Learning Laboratory® (GRILL®)

Philosophy of Challenge Problems

1. INTRODUCTION

The Gaming Research Integration for Learning Laboratory® (GRILL®) is invested in developing the future workforce of scientists and engineers through its STEM educational outreach. Developed through the collaboration of GRILL® research scientists, engineers and local STEM educators, these Challenge Problems are focused on real-world challenges that are relevant to practicing professionals in the field of modeling and simulation.

Challenge Problems are specifically designed to support educators who are seeking real-world problems to implement in their problem-based learning (PBL) classrooms. The Challenge Problems are multi-faceted and multi-layered: demanding students apply skills in problem solving and critical thinking, acquire new knowledge, develop research skills and apply design thinking. Similar to current industry real-world problems, the Challenge Problems have many possible solutions and require the students to identify a solution strategy and implement a problem solving process to develop a viable solution.

The Challenge Problems are not intended to be stand-alone lesson plans for daily use. They are designed to be implemented as the driving question or design challenge that would be the fundamental element or foundation of a PBL project.

Challenge Problems are structured to operate as open-ended, real-world problems focused on student-driven problem-solving processes. Concurrently, they provide teachers and students a succinct framework and context from which to work, as well as an idea of what skills or tools may be necessary for a solution. To this end, Challenge Problems contain three sections. The first section of the challenge is a description of the challenge itself. It outlines the elements, constraints, and a suggestion of what a good solution would contain. The second section, Background and Application, provides information to help teachers or students understand the real-world context and potential application of the solutions they are developing. The third section, Potential Tools, suggests current software or hardware that student teams could use to approach the challenge. The technology involved with modeling and simulation rapidly changes; therefore the suggested tools are current as of the date the challenges were created. New or similar tools are always an option for student teams; those suggested are only options based on availability and student access.

2. REFERENCES

2.1. ACADEMIC ACHIEVEMENT:

DISTRIBUTION A: Approved for public release; distribution is unlimited. Approval given by 88ABW/PA, 88ABW-2015-4073, 26 Aug 2015

Goals for 21st century learning emphasize mastery of significant academic content, which also is the foundation of any well-designed project. Comparisons of learning outcomes in PBL versus more traditional, textbook-and-lecture driven instruction show that:

Students learning through PBL retain content longer and have a deeper understanding of what they are learning. (Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993)

In specific content areas, PBL has been shown to be more effective than traditional methods for teaching math, economics, language, science, and other disciplines.(Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al., 2010; Greier et al., 2008; Mergendoller,Maxwell, & Bellisimo, 2006)

On high-stakes tests, PBL students perform as well or better than traditionally taught students.(Parker et al., 2011)

2.2. 21ST CENTURY COMPETENCIES

PBL helps students master the key competencies identified as essential for college and career readiness. Research has shown:

Students demonstrate better problem-solving skills in PBL than in more traditional classes and are able to apply what they learn to real-life situations.(Finkelstein et al., 2010)

When teachers are trained in PBL methods, they devote more class time to teaching 21stcentury skills; their students perform at least as well on standardized tests as students engaged in traditional instruction.(Hixson, Ravitz, & Whisman, 2012)

PBL students also show improved critical thinking.(Beckett & Miller, 2006; Horan, Lavaroni, & Beldon, 1996; Mergendoller, Maxwell, & Bellisimo,2006; Tretten & Zachariou, 1995)

DISTRIBUTION A: Approved for public release; distribution is unlimited. Approval given by 88ABW/PA, 88ABW-2015-4073, 26 Aug 2015