Project-based Learning to Enhance Pre-service Teachers' Teaching Skills in Science Education

Abstract

Project-based learning (PBL) is a constructivist approach to learning which has been used successfully in a variety of settings and has received recognition as a method of enabling students to acquire 21st century skills (Cyprian, 2014: & Al- Ali, 2015). Some (Al-Saifi, 2016; Taskin-Can, 2011; & Baysura et al., 2016) have argued that if pre-service teachers are to be effective at implementing PBL with their students, they need repeated experiential exposure to the model in their university teacher training programs. One area of investigation has focused on the ability of pre-service teachers to implement the PBL model within their own classroom instructional experiences despite demonstrating adequate knowledge about PBL in their university coursework. The purpose of this manuscript is to address the value of preparing pre-service teachers to be K-12 science teachers through immersing them in PBL methodology in order to enhance their future teaching practices by modeling PBL teaching methodology in their university courses. It also sheds the light on online implementation of PBL and technology integration. 45 relevant studies have been reviewed in this manuscript. The challenges of implementing PBL found in the literature were mainly related to four: programs' policy, professional development, environment, and students’ willingness. Professional development sessions for faculty members, partnerships with local and international organizations specialists in this area of learning, and continuous evaluation of the current programs can be helpful strategies in achieving successful implementation of PBL in teacher preparation programs. Implementing PBL in teacher preparation programs contributes in fully integrating theory and practice; and positively influences student teachers’ professional, academic and personal skills.