A Proposed Framework on Simulation-embedded Scaffolding of Problem-based Learning for Science Teachers

Abstract

This study proposes a framework for the simulation-embedded scaffolding of problem-based learning (PBL) for science teachers' self-directedness in learning. The literature shows a lack of existing frameworks for science teachers to scaffold PBL in the classroom. Furthermore, science teachers, including those in South Africa, avoid implementing PBL in their classrooms. This is owing to various challenges, such as a lack of knowledge of and self-directedness in planning, designing and implementing PBL problems. The theoretical framework for this study was the zone of proximal teacher development (ZPTD), refined by Warford from Vygotsky's zone of proximal development (ZPD). The paper presents a framework for teachers' PBL and teaching self-directedness in teaching, namely Problem-based Learning and Teaching Self-directedness in Teaching (PBLT-SD). This intervention-based study followed a descriptive quantitative research design. Systematic random sampling, partnered with cluster sampling, was employed to sample 40 science teachers from a province in South Africa for an in-depth study. Three quantitative data generation instruments were used, namely a simulations questionnaire, a PBL questionnaire and a reflective portfolio. The results and findings of this study illustrated a significant difference in the science teacher participants' perceptions of using interactive simulations, PBL and their self-directedness in learning after participating in an intervention. The intervention consisted of a teacher professional development intervention and the classroom implementation of PBL, partnered with simulations, thus corresponding well with the theoretical framework of the study, namely ZPTD.