Abstract
This chapter provides an account of the transformation from problem-based learning (PBL) to knowledge creation (KC) for science learning in a high school in Singapore. Through a design research methodology, teachers and researchers worked jointly in an attempt to bring theory and practice together to support students in learning science. In each phase of the implementation of PBL, findings showed that the teachers struggled to maintain a balance between the emphasis on content in school science learning and process of problem solving in PBL. KC was eventually introduced to address the perceived gap between school science content learning and process development in the third cycle. This chapter describes the PBL activity as enacted in each research cycle using cultural-historical activity theory and explains how knowledge creation addressed the tension between content and process in each cycle of the design research.
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Yeo, J. (2014). From Problem-Based Learning to Knowledge Creation. In: Tan, S., So, H., Yeo, J. (eds) Knowledge Creation in Education. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-287-047-6_9
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