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ERIC Number: EJ940863
Record Type: Journal
Publication Date: 2011-Sep
Pages: 23
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0313-5373
Investigative Primary Science: A Problem-Based Learning Approach
Etherington, Matthew B.
Australian Journal of Teacher Education, v36 n9 p36-57 Sep 2011
This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During the 13 week semester, a cohort of 150 elementary pre-service teachers embarked on a Design and Make project to solve an individually chosen real world problem. Over one week, the pre-service teachers used a problem based mode of learning in conjunction with an open scientific inquiry to showcase individual working models (prototypes) in a public science museum to schools, interested stakeholders and the general public. The PBL mode of teaching science was well suited to the recommended New South Wales Science and Technology K-6 Syllabus Design and Make learning process. The PBL course had a positive impact on the pre-service teachers' motivation to teach science ideas within a real world context. This article reports on the PBL science program and offers recommendations to future instructors of undergraduate science education who may include PBL as a part of their science curriculum. (Contains 3 tables and 3 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia