Year: 2024
Type: article
Abstract: Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.
Author: Liaojian Qu
Institution: Jiangnan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403820301