Date of Award
Thesis (On-Campus Access Only)
The purpose of this study was to explore how the Problem-Based Learning model could be used in a middle school science classroom to promote inquiry skills. In addition, this study looked for the best modes of implementation suited to the needs of middle school leamers. The study was conducted in a suburban public middle school in Oregon. The study group consisted of five classes of eighth grade integrated science students. A total of 105 students participated in this study, of which 86 were girls and 65 were boys. Data collected for this study included preand post-unit surveys of student attitudes and beliefs about personal problem solving. abilities and how problems presented in school relate to the world around them. Results provided evidence that most students do not have great confidence in or enjoyment in solving problems. After the completion of the Problem-Based Learning model intervention, student confidence in problem solving abilities rose by 16%, with 87% of the responding students indicating they felt their problem solving abilities had improved as a result of the Problem-Based Learning strategy. Additionally, 91% of students indicated that they enjoyed learning through the use of the Problem-Based Learning model.
Roby, Erin, "Problem-based learning in middle school science" (2007). College of Education. 69.