Abstract:
This paper explores the foundational principles of Problem-Based Learning (PBL) as an integrative teaching strategy designed deliberately to cross discipline boundaries in order to make meaningful and lasting connections for the learner. This paper highlights that in order to be effective classroom educators, in an ever increasing and complex world, pre-service teachers need to develop robust mental models and metacognitive skills that are transferable to practice. In order to support the development of these two objectives, students in the integrated science and technology course undertook a 5 week PBL collaborative group inquiry researching their own issue/problem of interest. This paper reports on student teachers individual reflection and evaluation, one component of the assessment schedule. Of notable interest is that students drew upon readings relating to social and cognitive development, suggesting PBL is a suitable strategy to support inquiry learning in the middle school. In supporting this development, the rationale and the application of PBL as an integrated teaching and learning strategy in pre-service science and technology education for middle schooling will