Problem-based learning consists of three interrelated goals:
1. Development of students� understanding and ability to systematically investigate a question or problem.
2. Development of self-directed learning.
3. Content acquisition.
Problem-based learning includes inquiry lessons and problem-solving lessons. In planning for both of these types of lessons, the teacher must first identify the problem and then arrange for data gathering. As with expository and discovery lessons, the implementation of inquiry and problem-solving lessons is different. An inquiry lesson is implemented by first presenting the problem to the students. From there, students form a hypothesis, collect data, and then analyzed the data and compare their findings to the hypothesis. I personally find the inquiry lesson to be very similar, if not identical to, the scientific method. As such, it seems that this would be a teaching strategy that I would use quite often in my future classroom, since one of the biology TEKS says that students will understand and practice the scientific method and know that science is a process. Problem-solving lessons start with students identifying the problem. Once identified, the teacher helps students represent the problem, select a strategy, and implement the strategy, before finally having students evaluate the results.
This chapter was quite long! However, there were many classroom scenarios presented, which I found to be very helpful in illustrating the topics. I only hope that when I start teaching, my lessons will run at least half as smoothly as these scenarios!!