Navigating the Shift: Educator’s Experiences in Implementing Problem-Based Learning in Inclusive Science Education

Abstract

Problem-Based Learning (PBL) is an educational approach wherein real-world problems are used to promote student achievement and motivation. It sought to describe the experiences of science educators in designing and implementation of PBL, strategies employed in fostering collaboration, measurement of student progress and understanding in PBL contexts, the different professional development employed by science educators in enhancing PBL and impact of PBL on student motivation, engagement, and learning outcomes in science Qualitative descriptive approach, was utilized in the study.  Ten (10) science educators chosen through purposive sampling were interviewed. Clarke-Braun Reflexive Thematic Analysis was used in the treatment of the interview results. The research revealed that successful design and implementation require multifaceted approach, science educators connect learning objectives to real-world problems and utilized variation of teaching strategies to meet students’ diverse need and to foster collaboration. Collaboration is achieved through group work and clearly defined goals. Assessment of student outcomes and problem-solving skills should be comprehensive, using formative, summative and authentic assessment. Furthermore, ongoing professional development is crucial for teachers to stay updated on effective PBL strategies, ultimately benefiting students' learning and growth. This continuous learning, in turn, directly impacts student outcomes, fostering holistic development, enhancing higher-order thinking skills, and increasing student engagement through the real-world relevance of PBL activities