Can Problem Based Learning Create a Science Culture in the Classroom?

摘要

The current trend of education is to inculcate a meaningful science culture in the existing classroom environment. It is argued that to create a science culture in the classroom, the learning activities should reflect on how scientist work and do research. Although it is too idealistic to incorporate the whole range of research activities done by scientists into classroom learning activities, there are a few principles that can be applied by science teacher in order to provide learning environment which represents the culture. It is proposed that Problem Based Learning (PBL) is one of the solutions that can help science teachers to create a science culture in the classroom. Several PBL activities which reflect how scientists work and do research are as the following follows (i) the argumentation process to reach a consensus (ii) the collaborative effort to reach a goal and (iii) the reasoning process to build a scientific knowledge. This paper reports the empirical data concerning the effect of PBL towards students' scientific reasoning skill by using a quasi experimental method with non-equivalent control research design; followed by interview session and students' document analysis. The findings revealed that PBL had a potential to create a science culture in the classroom. However, comparison between different types of PBL facilitation techniques used by science teachers showed that the facilitation technique which is more open and flexible is more effective in creating a better learning environment which in return reflects culture of science in the classroom.