NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058736
Record Type: Journal
Publication Date: 2008
Pages: 30
Abstractor: As Provided
Reference Count: 51
ISSN: EISSN-1541-5015
Engaging Teachers' Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model
Goodnough, Karen C.; Hung, Woei
Interdisciplinary Journal of Problem-based Learning, v2 n2 p61-90 Fall 2008
Engaging primary and elementary students in meaningful, relevant science learning is challenging. PBL is an instructional approach that provides a means to foster meaningful science learning while enhancing teachers' pedagogical content knowledge (PCK). This paper reports on the experiences of a teacher inquiry group consisting of five teachers (K-5) and a university researcher as they adopted a nine-step problem design model to develop PBL experiences. The objectives of the study were to examine how various facets of teachers' pedagogical content knowledge are engaged as they design PBL modules; describe how teachers engage with a nine-step problem design model; and document teachers' perceptions of the strengths and limitations of the nine-step problem design model.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada