Problem Based Learning - Teachers Tackle Emerging Science and Technologies Challenge

This summer teachers participated in 3E Institute’s Emerging Science and Technologies (EST) courses at Fred Engle Middle School in West Grove, PA, and at Phoenixville Area High School in Phoenixville, PA.

Not only did they learn about cutting edge technologies and science, but they also explored science using problem based learning methodologies. Rather than focusing on science content itself, problem based learning (PBL) uses real world issues – a bird flu pandemic, an outbreak of puumala virus, or a community land use and environmental scenario – to engage and immerse the learner in solving a problem. In this learning model, the student becomes an active problem solver rather than a passive, “spoon-fed” learner, and in so doing, really learns how to learn.

The educators in a 3E EST course take on a real life science issue or problem. They become members of a team, each taking on an assigned role to help come up with a solution to the problem. Using extensive Internet research and discussion, supplemented by guest lectures given by experts from business, industry, science labs, government and community on pertinent topics, the educator teams develop plans to address the problem and present them before a panel of experts. By stepping out of their usual comfort zone, the educators get the same kind of uplifting experience they can design for their students with PBL in the classroom, with their own role becoming more like a coach than a lecturer.

Here are the retrospective comments of educators who participated in 3E’s Emerging Science and Technologies course at Fred Engle Middle School:

David:  “I have used PBL before, but I was never actually trained in it. I never actually did it. I can refine my technique and that will make it much more valuable as a teaching strategy. In my position as a lead teacher of new projects that engage the whole school, this will help to facilitate and integrate better projects.”

Celeste:  ” I am foremost a math teacher and math is a constructivist discipline. This class reminds me not to stop there - with math - but to build the PBL method into science, social studies and other courses. Now to effectively use a PBL scenario with 24 elementary level students – that I am still working through in my mind. This course has helped me to plant the seed that will eventually sprout into a way to accomplish it.”

Jackie:  “I have become convinced that moving into the 21st century will have to begin with kindergarten and first grade, the level I teach.”

John:  “In my 11 years of teaching I have heard of and even at times used PBL, but this course helped me to get closer to mastering it. I work with robotics and that can naturally integrate with this approach. PBL needs time but the benefits it brings definitely outweigh the time spent.”

Dave, a master teacher and panelist:  “PBL is so important at all levels K-college. We need to make kids realize the value in their own ideas and solutions. We need to show them how to push outside their comfort zone.”