Problem-Based Learning Processes: Impact on Preservice Teachers’ Learning Strategies

• In Event: Problem-Based Education SIG Full Paper Session: Problem-Based Learning in K-12, Teacher Education, and Other University Contexts

Abstract

Problem-based learning (PBL) is a pedagogical innovation that involves learners working on authentic problems through a learning cycle of collecting information, connecting information and communicating information. PBL is used in teacher education to develop the cognitive skills essential for preservice teachers to be effective educators in the 21st century. This study investigated the predictive relations of PBL processes of problem posing, scaffolding and connecting on preservice teachers’ learning strategies. Findings demonstrate the importance of preservice teachers’ prior learning strategies in determining how much they will benefit from the key PBL processes. The understanding of prior cognitive tendencies will inform teacher educators the importance of changing preservice teachers’ mindsets for PBL and specific approaches to enhance the cognitive readiness for PBL.

Authors

• Bee Leng Chua, Nanyang Technological University

• Oon Seng Tan, Singapore National Institute of Education

• Woon Chia Liu, National Institute of Education - Nanyang Technological University