Promoting problem-solving through primary science

Abstract

This dissertation offers a study on how problem-based learning (PBL) can be utilised in science education. It aims to present a view of an active learning approach to teaching and learning in science, specifically as it pertains to teacher education. The understanding of problem within science education is explored and the teaching strategies used of problem-based learning are drawn up within this study. The experiences are drawn from year 5 students and the participating teacher in view of PBL as a teaching approach in science education as part of an intensive six week teaching scheme involving the topic: ‘Materials Around us’ with emphasis on ‘Separation Techniques of different Materials’. The study aims to promote problem-solving as a teaching technique which can be utilised in science education.