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Design and Technology Education, v16 n1 p36-46 2011

This paper explores the foundational principles of Problem-Based Learning (PBL) as an integrative teaching strategy designed deliberately to cross discipline boundaries in order to make meaningful and lasting connections. The authors suggest that while PBL has in recent times has largely manifested towards a method of inquiry within a single discipline the founding principles and key characteristics that inform PBL may be applied to solving technological inquiry where an understanding and application of scientific principles is fundamental in informing and developing the preferred solution. This paper highlights that in order to be effective classroom educators, in an ever increasing and complex world, pre-service teachers' need to develop robust mental models and metacognitive skills that are transferable. In supporting this development the rationale and the application of PBL as an integrated teaching and learning strategy in pre-service science and technology education will be examined. This paper suggests that PBL is an effective strategy in supporting inquiry of an interdisciplinary nature as well as developing dispositions that embrace collaborative inquiry and reflective practice. (Contains 1 figure and 1 table.)

Descriptors: Scientific Principles, Interdisciplinary Approach, Problem Based Learning, Reflective Teaching, Technology Education, Teaching Methods, Science Education, Educational Strategies, Preservice Teacher Education, Educational Philosophy, Behavioral Objectives, Educational Practices

Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info[at]data.org.uk; Web site: http://www.data.org.uk





Autor: Brears, Lindsay; MacIntyre, Bill; O-Sullivan, Gary

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4161&id=EJ916495



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