Problem-Based Learning: Does it have a place in diverse middle-school science classrooms?

Abstract

Research in higher education indicates that problem-based learning (PBL) is successful in achieving goals of deeper learning, increased facility in authentic problem-based scientific inquiry, the support of life-long learning, and increased academic motivation. These PBL goals align with those associated with scientific literacy, education for a future workforce, and national science curriculum outcomes of secondary education. During middle school it has been found that students lose interest and disengage from science subjects, with consequent lowered achievement. This thesis explores the potential of PBL, adapted only through the planned use of age appropriate scaffolding, and implemented in ‘typical’ diverse middle school science classrooms, to support achievement of these goals. Exceptional learners of higher ability, those with learning difficulties, and those with English language issues are identified and compared in terms of initial capacities and goal achievement. The effect of providing targeted scaffolding in order to maximise goal achievement is also explored.

A quasi-experimental, exploratory method was used, and an implementation framework developed. Ten classes (n=257) of middle school students from two schools undertook a three-week, curriculum-based PBL unit. Five classes only were provided with targeted scaffolding. Results indicated that initial differences in key capacities were readily apparent between groups, and patterns in the final assessment of goals for the cohort, schools and different learners groups were identified. In this first introduction to PBL, scaffolding was found to make no consistent difference to achievement levels. Results obtained were discussed in the context of the framework and of established PBL ‘enablers’.

This thesis will contribute to the field of education pedagogy as it: (a) provides the structure of a practical framework for implementing PBL in middle schools; (b) focuses on the reality of the diverse classroom by examining the effects of PBL on different groups of learners; and (c) explores an approach well-suited to developing 21st century learning needs, improving scientific literacy, and meeting the requirements of a national curriculum.