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Education Sciences
Special Issues
Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward,...
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Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2024) | Viewed by 2230

Special Issue Editors

Prof. Dr. Laurinda Leite

E-Mail Website
Guest Editor
Institute of Education, Research Center on Education, University of Minho, 4710-057 Braga, Portugal
Interests: problem-based learning in science; science teacher education for problem-based learning; science curriculum materials and problem-based learning; context-based learning; history of science in science education
Special Issues, Collections and Topics in MDPI journals
Dr. Luís Dourado

E-Mail Website
Guest Editor
Institute of Education, Research Center on Education, University of Minho, 4710-057 Braga, Portugal
Interests: problem-based learning in science; science teacher education for problem-based learning; science curriculum materials and problem-based learning; context-based learning; teaching science outside the classroom
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Problem-based learning (PBL) is a student-centered learning approach that was developed in the sixties within the scope of medical schools. By focusing on real world problems, which are interdisciplinary in nature, ths approach may enable students to learn content knowledge and competences, as well as individual and social abilities that are relevant for 21st century citizens. PBL has been used in a range of areas, namely in science education. Implementing PBL in science education requires teachers and students to change their ways of learning, teaching, evaluating, and assessing.

The Special Issue is seeking papers that focus on the achievements, pitfalls, and advances of PBL in science education. It will address the contribution of PBL in science to a wide range of learning outcomes, the challenges posed to science teachers and students, in both face-to-face and digital environments, as well as the success and failure in specific contexts or with particular groups.

We welcome submissions for areas including, but not limited to, the following:

  • Foundations and relevance of PBL for science education
  • The state of the art of PBL in science education
  • Teaching and learning science through PBL
  • STEM education through PBL
  • Online PBL in science
  • Inclusion through PBL in science
  • Development of pupils’ abilities through PBL in science
  • Teacher education for teaching science through PBL
  • Evaluating and assessing students’ learning of science in PBL contexts. 

Prof. Dr. Laurinda Leite
Dr. Luis Dourado
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • PBL in science
  • STEM education through PBL
  • science teacher education for PBL
  • online science PBL
  • inclusion through PBL in science: developing students’ abilities through PBL
  • designing PBL in science
  • monitoring PBL in science
  • evaluating science learning in PBL environments

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Further information on MDPI's Special Issue polices can be found here.

Related Special Issue

Published Papers (1 paper)

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Research

13 pages, 424 KiB  
Article
Assessing Student Teachers’ Motivation and Learning Strategies in Digital Inquiry-Based Learning
by Benjamin Aidoo, Andrew Chebure, Alexander Obiri Gyampoh, Johnson Tsyawo and Francis Quansah
Educ. Sci. 2024, 14(11), 1233; https://doi.org/10.3390/educsci14111233 - 11 Nov 2024
Viewed by 1630
Abstract
Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was [...] Read more.
Over the past two decades, teachers have adopted several teaching and learning strategies for motivating students to learn chemistry. Learning chemistry in context enables students to develop richer crosscutting learning experiences relevant to contributing to solving problems. A qualitative case study method was adopted to examine student teachers’ experiences in digital inquiry-based learning. Questionnaires with closed-ended and open-ended questions were used to evaluate student teachers’ motivational orientations and learning strategies during a general chemistry course for one month. The results show that student teachers utilized varied perspectives such as self-efficacy, task value, and intrinsic goals to elaborate their learning for knowledge construction and application when performing collaborative tasks. The approach enables students to receive maximum support and feedback from instructors who use pedagogical styles to self-direct them during class discussions, which enhances their active participation in learning with the learning materials. The findings provide a practical insight into instructional strategies in delivering chemistry concepts when students are motivated to use and adopt varied learning strategies. Full article
(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)
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