Problem-Based Learning: teachers and their conceptions

The Problem-Based Learning methodology is presented as a methodological proposition for teaching Biology, Physics and Chemistry, which seeks to treat knowledge in an interrelated and contextualized way capable of involving students in an active process of reflection and construction of their own knowledge that can contribute to decision-making and problem-solving. PBL currently stands out as a worldwide trend in science teaching with extremely promising results. It is essentially characterized by a method that uses real-life problems to stimulate the development of critical thinking and problem-solving skills, promoting the learning of concepts related to the areas of knowledge studied, (RIBEIRO, 2005).

Autorentext

A permanent teacher with the São Paulo State Department of Education, he currently holds the position of Chemistry teacher. Author of various works and articles on Problem-Based Learning.