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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 2, Article 11 (Dec., 2015) |
A Problem-Based Learning scenario that can be used in science teacher education*
Gamze SEZGİN SELÇUK
Dokuz Eylul University, Faculty of Education, Buca, Izmir, TURKEY
E-mail: gsezginselcuk@gmail.com
Received 30 Apr., 2015
Revised 30 Jul., 2015
The purpose of this study is to introduce a problem-based learning (PBL) scenario that elementary school science teachers in middle school (5th-8th grades) can use in their in-service training. The scenario treats the subjects of heat, temperature and thermal expansion within the scope of the 5th and 6th grade science course syllabi and has been drawn up to represent the stage-by-stage solution of a real life problem. The scenario was tried out in 2014 as a research project funded by the Scientific and Technological Research Council of Turkey (TÜBİTAK) in different geographical regions and provinces of Turkey (7 regions and 26 provinces) with 40 elementary school science teachers (20 women and 20 men). The face-to-face interviews conducted with 11 participating teachers and the unstructured observations made throughout the PBL scenario that is introduced in this article reveal that such a scenario is effective and useful and can be used during in-service teacher training.
Keywords: Problem-based learning, elementary school science teacher, in-service teacher training, heat, temperature, expansion
*This teaching scenario was used in the program entitled "Science Teachers in Training for Izmir Active Learning Activities I" that was held on September 1-7, 2014 in İzmir, Turkey, sponsored by the Scientific and Technological Research Council of Turkey (in Turkish: Türkiye Bilimsel ve Teknolojik Araştırma Kurumu, TÜBİTAK) in the scope of the Call for 4005 Science and Community Innovative Educational Practices.
