Perceptions of Problem-Based Learning (PBL) among prospective early childhood educators based on their learning styles

The purpose of this study was to examine the differences in perceptions of Problem-Based Learning (PBL) among prospective early childhood educators based on their learning styles. To achieve this aim, a survey instrument was developed to assess perceptions of PBL, and a survey was conducted among 36 students majoring in early childhood education. The results revealed that, firstly, prospective early childhood educators showed positive perceptions of PBL across all domains, including its applicability in real-world settings, cooperative learning and communication, self-directed learning, and overall satisfaction with PBL. Secondly, there were no significant differences in perceptions of PBL among prospective early childhood educators based on their learning styles, except for some items. Significantly different perceptions were observed in the ability to independently identify issues to be resolved in PBL scenarios between reflective and active learners. Additionally, differences were found between holistic and sequential learners in perceptions of the ability to apply theory to practical educational settings through PBL, enhancement of self-directed learning abilities through PBL, and reflection on self-learning through PBL. From these results, it was confirmed that PBL is a helpful and satisfactory educational method for prospective early childhood educators in autonomously solving real-world problems. In future research on PBL implementation, tailored instruction and learning strategies considering diverse learning styles should be developed to support learners in maximizing their learning experiences and achievements in PBL classrooms.