Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/27744

TitleScience and geography teachers' conceptions regarding problem-based learning related concepts
Author(s)Morgado, Sofia
Leite, Laurinda
Issue date2013
PublisherElsevier
JournalProcedia - Social and Behavioral Sciences
Abstract(s)Teaching for Problem-Based Learning (PBL) requires big changes in teachers’ usual roles. As teachers’ conceptions may exert an influence on their own teaching practices, putting into practice a new and demanding teaching approach like PBL may be facilitated by teacher education. This paper presents an analysis of the evolution of 33 Science and Geography teachers’ conceptions regarding PBL related concepts due to an in-service course. Results indicate that most teachers overcome their conceptions of problem and started to acknowledge the idea that using problems as a starting point for learning new ideas (as required by PBL) makes sense.
TypeConference paper
URIhttp://hdl.handle.net/1822/27744
DOI10.1016/j.sbspro.2013.12.268
ISSN1877-0428
Publisher versionwww.sciencedirect.com
Peer-Reviewedyes
AccessRestricted access (UMinho)
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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