Problem-Based Learning (Paperback)

Sofia Morgado

ISBN 10: 6209161332 / ISBN 13: 9786209161339

Published by Our Knowledge Publishing, 2025

About this Item

Paperback. 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. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9786209161339

Bibliographic Details

• Title: Problem-Based Learning (Paperback)
• Publisher: Our Knowledge Publishing
• Publication Date: 2025
• Language: English
• ISBN 10: 6209161332
• ISBN 13: 9786209161339
• Binding: Paperback
• Condition: new

About this title

Synopsis

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.