Infusing Problem-Based Learning (PBL) Into Science Methods Courses Across Virginia

Authors

K. R. Thomas, Hampton University
P. L. Horne, Averett University
S. M. Donnelly, Longwood University
C. T. Berube

Publication Date

2013

Abstract

This article outlines the results of a collaborative study of the effects of infusing problem-based learning (PBL) into K-12 science methods courses across four universities in Virginia. Changes in pre-service teachers' attitudes surrounding science teaching were measured before and after completing a science methods course in which they experienced PBL first-hand as participants, and then practiced designing their own PBL units for use in their future classrooms. The results indicate that exposure to PBL enhances pre-service teachers' knowledge of inquiry methods and self-efficacy in teaching science.

Volume

13

Issue

1

First Page

93

Last Page

110

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/D2W3-9884

Recommended Citation

Thomas, K. R.; Horne, P. L.; Donnelly, S. M.; and Berube, C. T. (2013) "Infusing Problem-Based Learning (PBL) Into Science Methods Courses Across Virginia," Journal of Mathematics and Science: Collaborative Explorations: Vol. 13: No. 1, Article 10.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/10