Methodological proposal for the teaching of chemistry in secondary education supported by problem-based learning

Abstract

In science education, the implementation of strategies that allow students to fully connect with their immediate environment is fundamental in compelling them to appreciate and meaningfully value the education process their teachers aspire to establish. There are several different methodologies and approaches that all strengthen students’ problem-solving abilities. This article offers the design of a Problem-based Learning (PBL) supported methodology as a means of the teaching chemistry in High School Education. A questionnaire and survey have been used as techniques for the collection of information from students and professional staff, using qualitative methodology for the analysis, in which the factors that affect chemistry schooling are promptly identified. The paper also justifies the necessary incorporation of alternative teaching methods in science education, for instance Problem-based Learning PBL, and presents an evaluation of significant PBL contributions which favor the understanding and solution of real life situations.

Keywords

• problem-based learning
• collaborative learning
• chemistry teaching