Engaging Elementary Teachers' Pedagogical Content Knowledge: Adopting Problem-Based Learning in the Context of Science Teaching and Learning

摘要

This study examined how facets of elementary teachers' pedagogical content knowledge are “engaged in practice” in the context of Problem-Based Learning (PBL). A secondary objective was to identify challenges teachers experienced during the development and implementation of PBL learning experiences. Collaborative Inquiry (Bray, Lee, Smith, & Yorks, 2000), a participatory, action-based inquiry approach was used as a means to develop and implement PBL. Outcomes report on how teachers developed and engaged various facets of their pedagogical content knowledge, including orientations to teaching science, and knowledge of and beliefs about curriculum, student learning, instruction, and assessment.