Infusing Problem-Based Learning (Pbl) Into Science Methods Courses Across Virginia
Abstract
"This article outlines the results of a collaborative study of the effects of infusing problem-based learning (PBL) into K-12 science methods courses across four universities in Virginia. Changes in preservice teachers' attitudes surrounding science teaching were measured before and after completing a science methods course in which they experienced PBL first-hand as participants, and then practiced designing their own PBL units for use in their future classrooms. The results indicate that exposure to PBL enhances pre-service teachers' knowledge of inquiry methods and self-efficacy in teaching science."
