A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom
Bibliographic Data
| ID | 22043992 |
|---|---|
| Authors | Adewale Magaji (0000-0002-1648-2548, University of Greenwich), Michael Adjani (University of Greenwich), Samuel Coombes (University of Greenwich) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Pages | 301 |
| Publication date | 2024-03-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14030301 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
This study investigates whether problem-based learning (PBL) is used in preservice science teachers’ education, how it develops their pedagogical approach, and what they understand about PBL and its implementation in the classroom. The study utilized a systematic review of the related literature in the field of PBL, with a focus on preservice science teachers’ education. It used a specific search strategy to identify the literature following the inclusion and exclusion criteria, adhering to the PRISMA guidance and generating a flow diagram. In addition, the Mixed-Methods Appraisal Tool was used to appraise the quality of the articles. The results show that PBL is not fully utilized in preservice science teachers’ training and just a few relevant articles have been published in this area. The study reveals that PBL is an effective pedagogical approach in teaching and learning and preservice science teachers should be engaged in the process of learning by taking part in the PBL design process and experiencing it in the classroom as students of their instructors to learn from the process. Continuing professional development would help preservice science teachers to develop the knowledge and skills to design and implement PBL in their classrooms
Problem-Based Learning
A taxonomy of problem‐based learning methods
Worked examples of alternative methods for the synthesis of qualitative and quantitative research in systematic reviews
The PRISMA 2020 statement
Principles of Problem-Based Learning (PBL) in STEM Education
Teacher Educators Experience Adopting Problem-Based Learning in Science Education
Exploring the efficacy of problem-based learning in diverse secondary school classrooms
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies
A Framework and a Research Design Proposal to Identify Preservice Teachers’ Integration Performance of Science and Mathematics
Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019
Testing Methodological Guidance on the Conduct of Narrative Synthesis in Systematic Reviews
What are our students doing? Workload, time allocation and time management in PBL instruction. A case study in Science Education
Teaching Environmental Education through PBL
Scoping studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |