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: Ho, Boon Tiong
Toh, Kok Aun
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: http://hdl.handle.net/10497/15432
ISSN: 0126-7663
Website: http://www.recsam.edu.my/R&D_Journals/YEAR2001/2001Vol24No1/110-120.pdf
Appears in Collections:Journal Articles

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