Teacher Educators Experience Adopting Problem-Based Learning in Science Education

Abstract

Higher educational institutions have utilized problem-based learning (PBL) approaches over the last two decades. The approach has been found to enable educators to adopt different teaching and learning strategies. This study examined how teacher educators have adopted technology integrated PBL in teacher education. The study aimed to understand teacher educators perceptions of adopting the approach in their classrooms. Interviews were conducted with three teacher educators in Ghana. A thematic analysis was used to analyse the data from the interviews. The teacher educators believed integrating PBL into the curriculum emphasizes students learning roles to support their independent and self-directed learning. They also perceived that the PBL approach enabled them to create collaborative learning activities to interact and communicate with students, which can lead to conceptual knowledge development. The educators also indicated challenges such as a lack of beliefs and competence, inadequate resources, and limited time allocation for school inquiry-based lessons.

Innovation Model of Human Resources Training and Development for the Hotel Industry From the Asean Standard Framework: A Case in Nakhon Ratchasima Province, Thailand

“…Factor loading value of H2 equals to 0.72, showed that teaching (TN_RS) has directly significantly affected service performance which is consistent with the findings of Kerimbayev (2023), López-García (2023), Mazza and Valentini (2023). Factor loading value of H3 equals to 0.90, showed that practice training (PT_RS) has directly significantly affected service performance which is consistent with the findings of Aidoo (2023), Bousalem et al, (2023), Yu and Zin (2023).…”

“…There are many scholars and experts who explained the learning theory in similar ways (e.g. : Aidoo, 2023;Baars et al, 2023;Bousalem et al, 2023;Inprasitha, 2023;Kerimbayev et al, 2023;Yang, 2023;Yu and Zin, 2023) which can be concluded that theories of learning are diverse and have different characteristics that must be studied in conjunction with other related theories, e.g. learning based on an outcome method consists of (1) behavioral theories, which are theories that involve observing changes in one's behavior, skills, and habits (2) cognitive theories, which look deeper into thinking, and memory, and (3) constructivist theories are interested in how people create meaningful events and activities that lead to knowledge creation.…”

“…The theory of cooperative or collaborative learning is a small group learning in which 3-6 group members with different abilities help each other to learn towards the goals of the group. The other popular theory is problem-based learning (PBL), which is widely used by learners to face real problems or situations and collaboratively solve problems, will help learners learn meaningfully and develop the necessary skills for lifelong learning (Aidoo, 2023).…”

A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom

“…Goodnough [36] echoed working in larger groups as part of the challenges of PBL. Others assert that the success of PBL depends on the following factors: the context of the problem, purposeful learning, and personal habits [37]; time spent on tasks and the learning sequence [12,35,38]; the creation of a culture of collaboration and interdependence to scaffolding students' learning [39]; a shift from teachers being the knowledge transmitters to the facilitators of learning by supporting students' independence [40]. These inconsistencies in terms of designing PBL call for a greater understanding and implementation of this pedagogy in preservice science teachers' training.…”

“…PBL is based on solving real-life problems using scenarios, and all participants actively find solutions through researching, discussing, and sharing knowledge [8][9][10]. Essentially, PBL facilitates a self-directed approach to learning [1,5,11,12], with students working collaboratively towards a common learning outcome, promoting deeper learning and the application of knowledge. It is not about collecting facts, but helping students to engage in inquiry processes, building and applying knowledge through collaborative learning, eliciting feedback, and promoting critical-and creative-thinking skills [13,14].…”