ERIC Number: ED477805
Record Type: RIE
Publication Date: 2003-Apr
Preparing Pre-Service Science Teachers: Can Problem-Based Learning Help?
This self-study was designed to explore problem based learning (PBL) as an instructional approach in the context of a large preservice science education course. It addressed how the teacher educator would structure PBL to foster student engagement in learning, how she would enhance her own pedagogical content knowledge through the self-study, and how student feedback about PBL could be used to inform her own practice. Data came from field notes during and after class, student-generated documents, students' workshops and group products, student journals, student interviews, and student surveys. Overall, PBL was new to the students. Nearly all participating students liked the PBL experience. Those who disliked it did not like group work or were confused by the open-ended nature of the problem. Those who were ambivalent felt PBL was too time-consuming and believed the content could have been learned equally well individually. The main challenges the teacher faced were facilitation and problem design. She found that she designed PBL problems that were to large and felt it would have been better to start small. She considered student feedback essential to informing her practice. (Contains 32 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).