Article Title
Engaging Teachers’ Pedagogical Content Knowledge: Adopting a Nine-Step Problem-Based Learning Model
Abstract
Engaging primary and elementary students in meaningful, relevant science learning is challenging. PBL is an instructional approach that provides a means to foster meaningful science learning, while enhancing teachers’ pedagogical content knowledge (PCK). This paper reports on the experiences of a teacher inquiry group consisting of five teachers (K-5) and a university researcher as they adopted a nine-step problem design model to develop PBL experiences. The objectives of the study were to: (a) examine how various facets of teachers’ pedagogical content knowledge are engaged as they design PBL modules, (b) describe how teachers engage with a nine-step problem design model, and c) document teachers’ perceptions of the strengths and limitations of the nine-step problem design model.
