A case study of problem-based learning in a middle school science classroom: lessons learned

This report of an ethnographic case study in one 8th-grade science class discusses the specific difficulties encountered in implementing PBL and identifies coping strategies improvised by teacher and students in adapting to the unfamiliar roles and expectations of the PBL approach.

Abstract

Research on teacher thinking within a constructivist framework emphasizes the relationship between teacher beliefs about teaching and learning and effective classroom practices. A project sponsored by the EduTech Institute at Georgia Tech provides training and support to middle-school teachers using problem-based learning (PBL) in their science and math classes, seeking also to enhance the role of technology in learning. This report of an ethnographic case study in one 8th-grade science class discusses the specific difficulties encountered in implementing PBL and identifies coping strategies improvised by teacher and students in adapting to the unfamiliar roles and expectations of the PBL approach. Classroom observation and interviews with the teacher reveal the importance not only of training teachers in the appropriate classroom techniques but also of providing ongoing support as they develop context-sensitive PBL modules and acquire deeper understanding and acceptance of the philosophy underlying the new approach. Reflection infuses the teaching and learning processes, encouraging all participants to re-view both content knowledge and knowledge about learning.