Problem-Based Learning in the Physical Science Classroom, K-12

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

doi:10.2505/9781941316214

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2019

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Problem-Based Learning for Responsive and Transformative Teacher Professional Development

McConnell

Parker

Eberhardt³

2019

Global Jrn Transform Ed

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Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

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