Problem-Based Learning and the Training of Secondary Social Studies Teachers: A Case Study of Candidate Perceptions during their Field Experience

Abstract

We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings suggest that PBL methodology, supported by professorial modeling and metacognitive training, had a transformative impact on our PSTs in terms of how they perceived their relationship with their students, the student outcomes they sought to facilitate, and their operational understanding the goals of social studies education offered by the National Council for the Social Studies. Cover Page FootnoteOur study was supported by a grant from the Center for Excellence in Teaching and Learning at Kennesaw State University. We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings suggest that PBL methodology, supported by professorial modeling and metacognitive training, had a transformative impact on our PSTs in terms of how they perceived their relationship with their students, the student outcomes they sought to facilitate, and their operational understanding the goals of social studies education offered by the National Council for the Social Studies. Problem-Based Learning and the Training of Secondary Social Studies

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

“…This innovative teaching approach, in addition to implementing the gamification strategy, focuses on learning based on problem solving [29]. Specifically, an escape room consists in the autonomous work of students to resolve a real or a fictitious problem posed by the teacher [30]. Students have to find a solution to it collaboratively, favoring activation and involvement of all [31] in an inclusive process that favors acquisition of skills [32] and results of learning [33].…”

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

“…One of them is the Escape Room [41]. This is considered a training modality that is based on the resolution of challenges, tests or problems posed to students by teachers, which give rise to various situations in which students must have adequate knowledge to solve the practice of learning [42]. In an Escape Room, people-students in this case-are locked in a room and they are given several enigma and challenges, which they have to solve to be able to find the way out [43].…”

Effectiveness of PBL through Concept Map to Improve Problem Solving Skills of Primary School Students

“…As Jean In PBL students can organize their minds in an orderly manner that is essential to help problem solving (Ajai, Imoko, and O'kwu, 2013). Wynn and Okie (2017) have proven that PBLs are an ideal instructional method, practicing collaborative, deliberative, and effective decision-making skills. Whimbey (2013) that an effective way to improve problem-solving skills for students is to work with friends, think hard, learn from each other, and look back at previous problems that are almost identical to the problem.…”

“…Wynn and Okie (2017) has proved that PBL as an ideal instructional method practices collaborative and deliberative skill, and effective conclusion drawing skill. Roopashree (2014) states that the learning cycle using PBL model is as follows: it starts with the problem given to students, conducting experiment or data collecting activities, identifying the concepts to master in order to solve problem, assembling again to have discussion and to share experience learnt, and determining solution collaboratively with their peer in group.…”