Problem-Based Learning

Problem-Based Learning (PBL) occurs when new knowledge is learned by solving problems. Given that PBL requires not only a radical change in the roles usually played by students and teachers, but also the adoption of transdisciplinary approaches, this study investigated the effect of training in PBL-oriented teaching on the conceptions, representations of practices, and perspectives of science and geography teachers regarding this type of teaching. The results suggest that the training contributed to the restructuring of the teachers' conceptions and to their preparation and motivation for implementing ABRP-oriented teaching. However, the teachers trained for this purpose, despite having managed to implement this type of teaching, faced some difficulties that led them to recognize the importance of support from specialists or more experienced teachers in overcoming some of these difficulties and/or insecurities. In addition, they made some suggestions, both for the implementation of this type of teaching and for the organization of future teacher training courses.

Autorentext

Sofia Morgado has a degree in Physics and Chemistry Teaching and a master's degree in Pedagogical Supervision in Science Education from the University of Minho, Portugal. She has published several articles in scientific journals, book chapters, and conference proceedings on Problem-Based Learning. She is a research fellow at CIEd.