Problem-based learning (PBL) is one approach to teaching science that supports the notion that students construct knowledge within contextual settings, and that critical thinking and application are best fostered within these realistic contexts. In other words, learning activities are best applied when they are authentic or embedded in real-life situations. PBL engages students in authentic tasks that emulate how science is conducted (Gallagher et al. 1995). Here, the author shares a PBL unit designed for third- through fifth-grade elementary students to support their science understanding, with a specific focus on research, data collection, and data representation. In the process, they discover where food comes from.
Type Journal ArticlePub Date 1/1/2011Stock # sc11_048_05_40Volume 048Issue 05