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Methods and Strategies: Modeling Problem-Based Instruction

by: Donna R. Sterling

Students get excited about science when they investigate real scientific problems in the classroom, especially when the investigation extends over several weeks. This article describes a health-science problem-based learning (PBL) investigation that a group of teachers and teacher educators devised together for a group of fourth- to sixth-grade students participating in a summer science enrichment program at George Mason University in Fairfax, Virginia. As students participated in the problem-based lesson, they learned about diseases and how to live healthy lives while experiencing how scientists work.


Type Journal ArticlePub Date 12/1/2007Stock # sc07_045_04_50Volume 045Issue 04

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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