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

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

Deadline for manuscript submissions: closed (31 March 2025) | Viewed by 14403

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Prof. Dr. Laurinda Leite

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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
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Dr. Luís Dourado

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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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Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward in Education Sciences (10 articles)

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18 pages, 1790 KiB

Open AccessArticle

Influence on Students’ Learning in a Problem- and Project-Based Approach to Implement STEM Projects in Engineering Curriculum

by José Gutierrez-Berraondo, Edurne Iturbe-Zabalo, Nerea Arregi and Jenaro Guisasola

Educ. Sci. 2025, 15(5), 534; https://doi.org/10.3390/educsci15050534 - 26 Apr 2025

Viewed by 327

Abstract

In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P²BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P²BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P²BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P²BL approach throughout their undergraduate studies. 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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18 pages, 1604 KiB

Open AccessArticle

Inquiry-Based Science Education in High Chemistry: Enhancing Oral and Written Communication Skills Through Authentic and Problem-Based Learning Activities

by Marta Vilela, Carla Morais and João C. Paiva

Educ. Sci. 2025, 15(3), 334; https://doi.org/10.3390/educsci15030334 - 8 Mar 2025

Viewed by 863

Abstract

Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students’ written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students’ abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning. 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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16 pages, 255 KiB

Open AccessArticle

Self-Regulation and Teacher Feedback in Problem-Based Learning on the Water Hardness

by Mónica Baptista

Educ. Sci. 2025, 15(3), 309; https://doi.org/10.3390/educsci15030309 - 2 Mar 2025

Viewed by 743

Abstract

Problem-Based Learning has been recognized as a fundamental approach in Science Education. Studies show that the success of this approach depends on students’ ability to self-regulate their learning and on teacher feedback. However, research on how these aspects interact in formal science teaching contexts remains limited. This study aims to address this gap by investigating two questions: (1) What self-regulation strategies are used by different student groups when solving a problem related to water hardness? (2) How do different types of teacher feedback influence students’ problem-solving processes? The study involved 27 students and their Physics and Chemistry teacher. Students participated in an activity that required solving a problem related to water hardness. Data were collected through audio recordings, and the content of the transcriptions was analyzed. The results showed connections between self-regulation strategies and teacher feedback during the problem-solving process. Groups with high participation employed diverse self-regulation strategies, successfully solved the problem, and received varied teacher feedback. The group with the lowest participation received the least feedback from the teacher. Future research should focus on examining how different types of teachers’ feedback during specific interventions for less-participative groups influence the development of their self-regulation strategies. Full article

(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)

26 pages, 943 KiB

Open AccessArticle

Solving STEM-Relevant Problems: A Study with Prospective Primary School Teachers

by Sofia Morgado, Laurinda Leite, Luís Dourado and Paulo Varela

Educ. Sci. 2025, 15(2), 169; https://doi.org/10.3390/educsci15020169 - 1 Feb 2025

Viewed by 888

Abstract

Solving a problem requires and promotes a diversity of competencies, which include conceptual knowledge, technical and methodological knowledge, and transversal competencies. Everyday STEM-relevant problems are contextualized, ill structured, and multidisciplinary in nature. By focusing on daily life issues, they promote students’ engagement in the problem-solving process and enable them to perceive how science relates to their lives. This paper aims to characterize the processes followed by prospective primary school teachers when solving three STEM-relevant problems that have different features. The qualitative analysis of 77 participants’ answers showed that complete problem-solving pathways were one among a variety of other paths identified. Most strategies adopted by the participants led them to ignore the contextual conditions of the problem and to reach solutions that did not attend to them. The affective relationship with the object may increase the problem solver’s tendency to ignore the contextual conditions, but this issue deserves further research. The results shed some light on the features of the problems that teacher educators should select if they wish for their prospective teachers to learn and succeed in solving everyday STEM-relevant issues. This is required to promote their future students’ engagement in problem-based learning processes. 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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23 pages, 1282 KiB

Open AccessArticle

Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education

by Anette Kolmos, Jette Egelund Holgaard and Henrik Worm Routhe

Educ. Sci. 2025, 15(2), 138; https://doi.org/10.3390/educsci15020138 - 23 Jan 2025

Cited by 2 | Viewed by 1139

Abstract

In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in a PBL context defines four interdisciplinary project types, and this article aims to develop a conceptual understanding that can inform the design of project types. To design interdisciplinary project collaboration, it is necessary to understand the characteristics of the disciplines involved. In the literature, we identified three major dimensions: knowledge, culture, and approach to learning, all of which play a role in the understanding of problems and collaboration. Furthermore, it is important to understand the move from the disciplinary to the more interdisciplinary project types. In this regard, problem design and team collaboration are chosen areas to exemplify the complexity of this move. As an outcome of this paper, a conceptual framework is developed combining the three dimensions of disciplinary understanding with the interdisciplinary project types. This creates an understanding of what to take into consideration in a design process moving from disciplinary to interdisciplinary projects, especially in the design of problems and interdisciplinary project collaboration. 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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34 pages, 2118 KiB

Open AccessArticle

The Impact of AI-Generated Instructional Videos on Problem-Based Learning in Science Teacher Education

by Nikolaos Pellas

Educ. Sci. 2025, 15(1), 102; https://doi.org/10.3390/educsci15010102 - 18 Jan 2025

Cited by 2 | Viewed by 4298

Abstract

Artificial Intelligence (AI) has gained significant prominence in science education, yet its practical applications, particularly in teacher training, remain underexplored. Specifically, there is a lack of research on AI’s potential to support personalized professional development through automated analysis of classroom interactions and tailored feedback. As science teacher education requires skill development in complex scientific concepts within problem-based learning (PBL) contexts, there is a growing need for innovative, technology-driven instructional tools. AI-generated instructional videos are increasingly recognized as powerful tools for enhancing educational experiences. This study investigates the impact of AI-generated instructional videos, designed using established instructional design principles, on self-efficacy, task performance, and learning outcomes in science teacher education. Employing a within-subjects design, the current study included pre-test, post-test, and transfer assessments to evaluate learning durability and transferability, consistent with design-based research methodology. Moreover, this study compares the effectiveness of two AI-generated instructional video formats: one with an embedded preview feature allowing learners to preview key concepts before detailed instruction (video-with-preview condition) and another without this feature (video-without-preview condition). It specifically examines the role of preview features in enhancing these outcomes during training on scientific concepts with 55 Greek pre-service science teachers (n = 55; mean age 27.3 years; range 22–35). The results demonstrated that the videos effectively supported self-efficacy, task performance, and knowledge retention. However, no significant differences were observed between videos with and without preview features across all assessed metrics and tests. These findings also indicate that AI-generated instructional videos can effectively enhance knowledge retention, transfer, and self-efficacy, positioning them as promising assets in science teacher education. The limited impact of the preview feature highlights the need for careful design and evaluation of instructional elements, such as interactivity and adaptive learning algorithms, to fully realize their potential. 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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18 pages, 7242 KiB

Open AccessArticle

Inquiring in the Science Classroom by PBL: A Design-Based Research Study

by Jorge Pozuelo-Muñoz, Ana de Echave Sanz and Esther Cascarosa Salillas

Educ. Sci. 2025, 15(1), 53; https://doi.org/10.3390/educsci15010053 - 8 Jan 2025

Cited by 1 | Viewed by 1145

Abstract

The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology’s effectiveness. The results indicated that the TLS significantly enhanced students’ scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students’ local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from “pre-scientific” to “uncertain inquirer” performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students’ scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. 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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13 pages, 424 KiB

Open AccessArticle

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 3134

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 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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16 pages, 3765 KiB

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A Problem-Based Learning Electrochemistry Course for Undergraduate Students to Develop Complex Thinking

by Aurora Ramos-Mejía and Kira Padilla

Educ. Sci. 2025, 15(3), 320; https://doi.org/10.3390/educsci15030320 - 4 Mar 2025

Viewed by 677

Abstract

This paper presents a Problem-Based Learning (PBL) electrochemistry course contextualized within a real-world problem of wastewater treatment, designed to enhance students’ subject matter knowledge. The sample was a group of chemistry and chemical engineering undergraduate students who were taking an electrochemical course. The research outlines various activities and analyzes five cases of team learning outcomes using Atlas.ti(TM) 22 software. The analysis identifies and describes eight categories of scientific knowledge and practices derived from student reports. The results are represented using a Sankey diagram to show the complexity of students’ thinking after solving their problem. The findings indicate significant progress in students’ conceptual understanding of electrochemistry, the development of complex thinking, and the recognition of its relevance in solving everyday problems. 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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