Perceptions of Pre-Service Teachers in a Pedagogical Residency Program Teaching Physics Using a PBL Approach

Background: Unlike medical training, science teacher training in Brazil does not include PBL as a curricular methodology. However, there is a Pedagogical Residency Program (PRP) that allows teaching experiences that are different from those provided in the undergraduate course. Thus, in this research, we propose a formative intervention in PBL for scholarship holders in the Pedagogical Residency Program (hereinafter Residents), aiming to answer the following question: “What are the perceptions of pre-service teachers about the planning, implementation, and evaluation of a PBL intervention in physics teaching?”. Methods: Five Residents taught an elective course specially designed for the application of PBL to teach secondary school physics. The training of the Residents in PBL occurred almost simultaneously with the offering of the elective subject. To reveal their perceptions, we collected Residents’ teaching plans, problem scenarios, and reflective analyses. Results: The results demonstrate that the Residents encountered several difficulties in developing and implementing the PBL methodology when teaching physics. Regarding development, the difficulties lie in coherently aligning the learning objectives with the highly complex active methodology of PBL. In addition, another clear difficulty is developing a problem situation appropriate to the knowledge that one wishes to develop. During the intervention, the Residents realized how difficult it is to implement PBL to allow students to develop skills and knowledge in a reflective way. Conclusions: The results indicate that PRP is necessary to develop methodologies such as PBL, as it allows supervision and reflection on practice. However, we also observed that the results point to the urgent need to introduce PBL in the initial training of science teachers; this process can be established in three stages: strategically studying lesson planning for the implementation of PBL, developing problem situations that align with the knowledge that one wishes to develop, and developing metacognitive regulation and argumentation skills to conduct interventions based on PBL.