Issues in modified problem-based learning: A self-study in pre-service science-teacher education
Titel:
Issues in modified problem-based learning: A self-study in pre-service science-teacher education
Auteur:
Goodnough, Karen
Verschenen in:
Canadian journal of science, mathematics and technology education
Paginering:
Jaargang 5 (2005) nr. 3 pagina's 289-306
Jaar:
2005-07
Inhoud:
In this self-study, the author gained in-depth understanding of how to plan and implement problem-based learning (PBL), a student-centred approach to teaching and learning that is driven by messy, open-ended problems. This paper focuses primarily on the issues and concerns that arose as she developed and implemented a modified form of traditional PBL (Barrows, 1996) in large, pre-service science-teacher education classes. To view the research from many perspectives, a variety of data collection methods and sources were used, including field notes, semi-structured interviews, student-generated documents, and student journals. The outcomes of this study describe challenges (problem development, facilitation of groups, and assessment) encountered by the author as she planned for and implemented PBL. Furthermore, changes in the author's classroom practice, the connection between these changes and constructivist learning principles, and implications for science-teacher education are addressed.
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