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 science using 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 their teaching profession in primary school science. The research study attempted to identify the perceptions of these pre-service teachers during the learning process of PBL. Data were collected by means of semi-structured interviews with written comments and a questionnaire. The results showed that there is a general agreement among the participants that PBL is a good strategy for discovery learning and enhancing content knowledge for both the group and the individual. There were negative perceptions about the availability of time for the application of PBL in the classroom due to the short teaching periods at the primary level. The prevailing school culture of the old method of teaching was also identified as an obstacle to application.