Challenges in PBL Teaching: Based on Analysis of Teachers' Classroom Videos and Interviews

• In Event: Teachers and teacher education in problem and project based learning evironments

Abstract

Teachers are crucial for unlocking the educational potential of project-based learning (PBL). This study examined three elementary science teachers by providing them with high-quality materials and support. Through analysis of their classroom videos and interviews, the study identified the challenges they faced in PBL teaching. Results presented that teachers had a limited understanding of the role of driving questions, viewing them as static labels; they lacked a three-dimensional perspective and relied on close-ended questions about knowledge, weakening students’ sensemaking; and they engaged in one-on-one dialogues with students, hindering discourse moves among students. Findings call for more efforts to examine and support teachers’ PBL teaching, equipping them to cultivate citizens capable of thriving in the uncertain, AI-driven era.

Author

• Jing Lin, Beijing Normal University