Preparing Pre-Service Science Teachers: Can Problem-Based Learning Help?

Autor/in	Goodnough, Karen
Titel	Preparing Pre-Service Science Teachers: Can Problem-Based Learning Help?
Quelle	(2003), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Feedback; Higher Education; Pedagogical Content Knowledge; Preservice Teacher Education; Problem Based Learning; Science Teachers; Secondary Education; Self Evaluation (Individuals); Student Teachers; Teacher Knowledge; Teaching Methods + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Problem-based learning; Problemorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This self-study was designed to explore problem based learning (PBL) as an instructional approach in the context of a large preservice science education course. It addressed how the teacher educator would structure PBL to foster student engagement in learning, how she would enhance her own pedagogical content knowledge through the self-study, and how student feedback about PBL could be used to inform her own practice. Data came from field notes during and after class, student-generated documents, students' workshops and group products, student journals, student interviews, and student surveys. Overall, PBL was new to the students. Nearly all participating students liked the PBL experience. Those who disliked it did not like group work or were confused by the open-ended nature of the problem. Those who were ambivalent felt PBL was too time-consuming and believed the content could have been learned equally well individually. The main challenges the teacher faced were facilitation and problem design. She found that she designed PBL problems that were to large and felt it would have been better to start small. She considered student feedback essential to informing her practice. (Contains 32 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01