Problem-Based Learning Tools: Pedagogy and Strategies for Implementing Project-Based Science

November 2008

Cheng Siong Chin, Li‐Gek Chia

TLDR Problem-based learning in a biology class improved students' thinking and problem-solving skills.

In the 2008 article, the authors described the implementation of problem-based learning (PBL) within a ninth-grade biology class in Singapore during a 16-week unit on food and nutrition. PBL was integrated into project-based science (PBS) to enhance students' thinking and problem-solving skills by engaging them in authentic, inquiry-based activities. The class of 39 students, divided into nine groups, formulated their own problems inspired by real-life experiences and cultural contexts, which led to projects on topics such as nutrition and hair growth, dentition, eating disorders, and more. The PBL approach involved students working through five stages of problem-solving, with the problems being ill-structured to mimic real-life complexities. The article discussed the pedagogical tools and strategies used, emphasizing the importance of student-initiated learning, collaboration, and the role of the instructor as a metacognitive coach.

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