Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context

The research conducted in recent years illustrates that traditional teaching generates a real passivity among students, who are placed in the position of ready-made knowledge consumers, their only effort being oriented to secure and, subsequently, reproduce the knowledge in the context of evaluation tests. Traditional teaching practices may not have a learning effect than a superficial one, which result come as inconsistent and possible to be used only in immediate instructional contexts. In this sense, problem-based learning (PBL) - often known as inquiry-based learning - represents an effective way of working with students who may thus be helped to build basic skills in various domains or curricular areas. Generally, the method involves a central question (problem), proposed and explained by the teacher, with the students working cooperatively and deciding for the proper strategy with the view to solve the problem.The paper presents the results of the implementation in the classroom of 17 Modules which involve problem-based learning paradigm. The Modules were created by teachers enrolled in the continuous professional development programme named “PROFILES - Education through Sciences”, organized in the frame of the Seventh Framework Programme “PROFILES - Professional Reflection Oriented Focus on Inquiry-based Learning and Education through Science”. The feedback collected from teachers and students was positive, with important achievements in students’ understanding of Science concepts, but also in taking ownership of their learning.