Problem-Based Learning And Nature of Science: A Study With Science Teachers

Abstract

Problem-Based Learning, a methodology that builds on problems to develop students' new knowledge, can also be useful in helping students to learn Nature of Science. Prospective science teachers' conceptions regarding Nature of Science and its teaching through Problem-Based Learning were analyzed by applying a semi-structured interview. Nine respondents recognized that this methodology promote research activities and contribute to the learning of some aspects of scientific inquiry. Moreover, they specifically considered that Problem-Based Learning may foster the understanding of the tentative nature of scientific knowledge and of the role of creativity implicit in scientific endeavor. Authors consider that more attention should be given to the contemporary Nature of Science views and to its consistent teaching through this methodology.

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

“…Competence of graduates of higher education has had the responsibility to master the scientific fields and apply them in solving problems and adapt to the situation at hand [13] . CRBL model design has fill the novelty of science knowledge, because it has been attempted to overcome some weaknesses Learn to Think [20] , Science Creative Learning (SCL) physics-based projects [21] , and Problem Based Learning (PBL) [22,23,24,25,26] in the teaching of scientific creativity. CRBL models have been developed not only to enhance the science process skills, and scientific creativity, but also the attitude of student responsibility that will contribute directly to the development of scientific creativity.…”

“…Development objectives and its evaluation has been using the main reference, A Scientific Creativity Test for Secondary School Students [4] and Tool for Assessing Responsibility-based Education (TARE) 2.0 [43] . The use of foundation of cognitive learning theory, the theory of complex cognitive processes, and learning theory and constructivism social-cognitive of cutting-edge educational psychology books [29,30,31] , as well as the empirical foundation of the study, published in international journals and cutting-edge [9,20,24,25,26,27,32,33,34,35,36] . Planning and implementation had been referring to the description of the achievements of the competence of graduates KKNI [13] and the National Standards for Higher Education [12] .…”

“…This study has been initiated preliminary research phase in the form of literature and preliminary study. The literature study has been conducted on 21st century skills [10] , the National Standards for Higher Education [12] , KKNI [13] , theories of learning from a book-to-date standards [29,30,31] primarily cognitive learning theory, the theory of complex cognitive processes, social-cognitive theory and constructivism, as well as research results in international journals and state of the art [9,20,24,25,26,27,32,33,34,35,36] . Preliminary learning study physics at the Department PMIPA FKIP ULM on the issue of student responsibility [15] , skills and creativity of the process [18] , and scientific creativity [19] , as well as other creative problem [16,17] .…”

“…Most of the students have also lack an understanding of scientific creativity, so that the difficulties in applying concepts of physics for something unusual, improve product quality, and design creative products [19] . The results of the study on some models of creative learning that have been developed include: (1) Learn to Think (LTT) which has been developed to enhance students' thinking skills primary and secondary school [20] , (2) Science Creative Learning (SCL) physics-based project which has been developed to improve creative thinking skills of high school students in asking, analyze the causes and consequences of an event, as well as improve outcomes [21] , and (3) Problem Based Learning (PBL) has been developed to improve the skills of inquiry and problem solving, behavioral and social skills appropriate adult roles, skills for independent [22,23,24,25,26] . LTT and SCL-based projects have been developed only for elementary and secondary education, so that should be reviewed when applied to higher education.…”

“…LTT and SCL-based projects have been developed only for elementary and secondary education, so that should be reviewed when applied to higher education. Researchers have recommended about how to overcome the limitations of the application of PBL in a broader scope, including the development of professional identity of students [23] , the importance of the depth of instruction of teachers in improving the exploration of students [24] , increased attention to the nature of contemporary science and its applications [25] and students will be more successful if it had been responsible for the teaching and learning process itself [26] . Submission of ideas and evaluating ideas has also supported the development of creativity [27] .…”