Problem Based Learning in preservice elementary science teacher education: Hostile territory

Watters, James J. (2007) Problem Based Learning in preservice elementary science teacher education: Hostile territory. In PBL Conference on Problem-Based Learning in Undergraduate and Professional Education, October 29-31, 2000, Birmingham, Alabama. (Unpublished)

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Abstract

This paper address issues in the implementation of a model of Problem Based Learning (PBL) in a traditionally structured teacher education program. Qualitative and quantitative data suggest that students are able to benefit from authentic learning experiences developed through PBL. Three cohorts of preservice teacher education students introduced over two years to a model of PBL described as Enquiry and Action Learning (EAL). This program was implemented in addition to traditional curriculum workshops and lectures. The EAL sessions were designed to simulate an elementary school science curriculum planning committee and students were required to construct in groups an Instructional Program. The issues that emerged related to ideal group sizes, the role of the facilitator in making explicit the model of EAL and idiosyncratic preferences related to individual learning styles and expectations of students. The concerns identified inform those attempting to implement PBL in traditional courses.

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430 since deposited on 12 Jan 2007
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ID Code: 5981
Item Type: Conference Paper
Refereed: No
Keywords: Problem based learning, authentic learning environments, science teaching self efficacy, STEBI, enquiry and action learning, elementary science, preservice teacher education, science teacher education, primary science
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 (please consult author)
Deposited On: 12 Jan 2007 00:00
Last Modified: 09 Jun 2010 12:36

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