Problem-Based Learning Approach for Science Teachers' Professional Development

This paper describes efforts to introduce teachers to three aspects of problem-based learning: (1) learning cases; (2) student-centered learning; and (3) small group cooperative learning. Problem-based learning was woven into the design of professional development institutes because of the organizer...

Full description

Saved in:
Bibliographic Details
Main Authors Wang, HsingChi A, Thompson, Patricia, Shuler, Charles, Harvey, LaNelle
Format Report
LanguageEnglish
Published 01.01.1999
Subjects
Educational Change
Elementary Secondary Education
Instructional Effectiveness
National Standards
Problem Based Learning
Problem Solving
Science Activities
Teacher Education
Teaching Methods
Teaching Skills
Online AccessGet full text

Cover

More Information
Summary:This paper describes efforts to introduce teachers to three aspects of problem-based learning: (1) learning cases; (2) student-centered learning; and (3) small group cooperative learning. Problem-based learning was woven into the design of professional development institutes because of the organizers' idea that as teachers grow professionally in a problem-based learning environment, they develop a deeper conceptual understanding of problem-based learning and increase their confidence in using this type of approach. Field observations collected on the teacher participants' implementation of problem-based learning showed evidence that elementary teachers especially increased instructional time spent on science lessons. Contains 19 references. (WRM)
Bibliography:Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science (Austin, TX, January 14-17, 1999).