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.
© 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/)
Thomas, K. R.; Horne, P. L.; Donnelly, S. M.; and Berube, C. T.
"Infusing Problem-Based Learning (PBL) Into Science Methods Courses Across Virginia,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 13
, Article 10.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/10