Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15432
Title: 
Using the problem-based learning (PBL) approach to teach science
Authors: 
Issue Date: 
2001
Citation: 
Ho, B. T., & Toh, K. A. (2001). Using the problem-based learning (PBL) approach to teach science. Journal of Science and Mathematics Education in Southeast Asia, XXIV(1), 110-119.
Abstract: 
As a curriculum development and pedagogical model, Problem-Based
Learning (PBL) provides an alternative strategy to engage and motivate
student learning. This is done by placing the students in the active role
of problem solvers, confronted with an “ill-structured” problem that
mirrors real-world problems. In a recent collaborative effort with the
Teachers’ Network, PBL was implemented in two secondary schools.
Using an example from classroom teaching, this paper briefly outlines
the steps in designing a PBL unit and shows how content teaching
could be integrated into the PBL approach. Concerns over the alignment
of curriculum goals, strategies and activities, authenticity of assessment,
implementation constrains and the viability of PBL as an alternative
classroom practice will be explored. The challenge is to develop the
mindset of looking at problems not as they are but as learning
opportunities.
URI: 
ISSN: 
0126-7663
Website: 
Appears in Collections:Journal Articles

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