Course 2:
Teaching Methodologies
Teacher Training
Course
Module 2:
Different Methods of Teaching Mathematics & Science
Module Content
● Lesson 1: CRA (Concrete-Representational-Abstract)
Sequence in teaching Math.
● Lesson 2: Problem-based learning
● Lesson 3: Inquiry-based learning
Course 2:
Teaching Methodologies
Lesson 2:
Problem-based learning
Course 2:
Teaching Methodologies
Lesson Objectives
Teachers will be able to:
● Understand the principles of Problem-Based Learning (PBL).
● Identify the teacher’s role in a PBL environment.
● Apply PBL strategies to design effective learning activities.
Lesson 2: Problem-based learning
Problem-based learning
● Problem-based learning (PBL) is
an instructional approach where
students learn by actively
engaging in real-world, meaningful
problems.
● Instead of traditional direct
instruction, PBL encourages
students to explore, discuss and
understand concepts by solving Figure 1. The differences between Traditional
Learning and PBL
problems collaboratively.
Source: [Link] and Kurt, Dr.S. (2020)
Problem-based learning (PBL), Educational Technology.
Lesson 2: Problem-based learning
Characteristics of PBL
● Students are are engaged in open-ended situations that resemble the
real-life problems.
● Students can work collaboratively in groups to identify:
○ What information they have known
○ What information they have not known
○ How to collect information to solve the problems (methods of finding
information)
● Students can investigate the problems and make a list of creative
solutions.
● Students can also check if there are any other relevant problems.
Source: Kurt, Dr.S. (2020) Problem-based learning (PBL), Educational Technology. Available at:
[Link]
Lesson 2: Problem-based learning
Key Factors for successful PBL
● Motivation: Students are motivated to fully participate in the learning
process. Hence, teachers should choose the problems that are relatable to
the students to help them fully engaged in the learning process.
● Time: as PBL requires more time for investigation and problem-solving,
teachers should allocate time to prepare well for the activity, and to allow
the students
● Changing role of teachers and students: teachers are facilitators or and
students active participants.
Source: Kurt, Dr.S. (2020) Problem-based learning (PBL), Educational Technology. Available at:
[Link]
Lesson 2: Problem-based learning
Steps to apply PBL in teaching
1. Learning outcomes: Teachers establish the learning outcomes
2. A real-world problem: Teachers introduce problems which are relevant to
the students
3. Rules: Teachers establish rules for working in groups to ensure learning
outcomes are met.
4. Different role in group work: for each problems, teachers can assign
different roles for students in a group. For example: a problem about
planning a party, different roles may be a party planner, budget manager,
caterer, etc.)
5. Evaluation: Determine how the project will be evaluated and assessed.
Source: Kurt, Dr.S. (2020) Problem-based learning (PBL), Educational Technology. Available at:
[Link]
Lesson 2: Problem-based learning
Examples of PBL in teaching Math
1. Learning outcomes: Student are able to:
○ Apply operations (addition, subtraction, multiplication, division) to solve real-world
problems.
○ Estimate and calculate costs using unit price and totals.
2. A real-world problem: students plan a class party
3. Rules:
○ Stay within the given budget (e.g., $100).
○ Work in groups of 4.
○ Each group must present a final plan with itemized costs and justification.
4. Different role in group work:
○ Budget Manager – Keeps track of all expenses and ensures budget is not exceeded.
○ Researcher – Finds realistic prices for food, drinks, and decorations.
○ Event Planner – Designs the layout and schedule of the party.
○ Presenter – Leads the presentation and explains financial decisions
5. Evaluation: Math accuracy, team collaboration and presentation skills
Lesson 2: Problem-based learning
Examples of PBL in teaching Math
1. Learning outcomes: Student are able to:
○ Identify basic needs of plants (light, water, air, nutrients).
○ Design simple experiments.
○ Record observations using data tables or drawings.
2. A real-world problem: Why are the classroom plants dying, and how can we help them survive?
3. Rules:
○ Use real plants provided by the teacher.
○ Document the experiment daily for at least 1 week.
○ Work in groups of 4.
4. Different role in group work:
○ Lead Scientist – Coordinates the group’s plan and ensures scientific method is followed.
○ Recorder – Writes observations and records data.
○ Photographer/Illustrator – Draws plant growth or takes photos if allowed.
○ Reporter – Presents results to the class.
5. Evaluation:
○ Scientific Understanding: Demonstrate knowledge of plant needs
○ Conclusion & Presentation: Present results based on collected data from the experiment