An Investigation into Pre-Service Teachers’ Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)

Abstract

The aim of this study was to investigate the pre-service teachers’ perceptions into learning primary school scienceusing the method of Problem Based Learning (PBL). This learning strategy has been introduced into the B.Ed.programme at the University of Trinidad and Tobago for pre-service teachers who are expected to implement it in theirteaching profession in primary school science. The research study attempted to identify the perceptions of thesepre-service teachers during the learning process of PBL. Data were collected by means of semi-structured interviewswith written comments and a questionnaire. The results showed that there is a general agreement among theparticipants that PBL is a good strategy for discovery learning and enhancing content knowledge for both the groupand the individual. There were negative perceptions about the availability of time for the application of PBL in theclassroom due to the short teaching periods at the primary level. The prevailing school culture of the old method ofteaching was also identified as an obstacle to application.