Examining The Role of Students and Teachers in Problem-Based Learning

Abstract

In this case study, five primary/elementary teachers adopted Problem-Based Learning or PBL (refer to Appendix-Part A for background information about this approach) as a way to make teaching and learning more relevant and meaningful in science. Except for Lois, who was an early-career teacher in her second year, the other four teachers (Deidre, Judi, Nancy, and Samantha) were mid- to late-career teachers with 15 to 23 years of classroom experience. All teachers developed and shared a common research question. However, their action research plans varied in response to science topics and learning outcomes targeted. While the insights of all five teachers about action research and professional learning will be shared at the end of the case, the experiences of Nancy, a grade two teacher with 23 years of teaching experience, will be highlighted.