Scientific Practices and Skills Supported by a Problem-Based Learning Approach

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Author(s): Christopher Bowen (Johnson City Schools, USA)
Copyright: 2019
Pages: 14
Source title: Handbook of Research on Science Literacy Integration in Classroom Environments
Source Author(s)/Editor(s): Chih-Che Tai (East Tennessee State University, USA), Renee M. R. Moran (East Tennessee State University, USA), Laura Robertson (East Tennessee State University, USA), Karin Keith (East Tennessee State University, USA)and Huili Hong (Towson University, USA)
DOI: 10.4018/978-1-5225-6364-8.ch003

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

In the era of education reform, most educators face the pressures of standardized tests and state accountability measures. Because of these demands and other factors, students often experience classroom lessons that minimally disturb the surface of knowledge acquisition. The adoption of rigorous three-dimensional science standards poses additional challenges to practitioners; one of these challenges is the pedagogical shift from rote memorization of science facts toward participation in scientific practices through cross-curricular investigations. In this chapter, the author discusses several research-based practices and skills that he uses in his classroom to better prepare students for 21st century careers: analogies, models, creativity, cultural identity, and discourse.

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Scientific Practices and Skills Supported by a Problem-Based Learning Approach

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