From Problem-Based Learning to Knowledge Creation

摘要: This chapter provides an account of the transformation from problem-based learning (PBL) to knowledge creation (KC) for science in a high school Singapore. Through design research methodology, teachers and researchers worked jointly attempt bring theory practice together support students science. In each phase implementation PBL, findings showed that struggled maintain balance between emphasis on content process problem solving PBL. KC was eventually introduced address perceived gap development third cycle. describes PBL activity as enacted cycle using cultural-historical explains how addressed tension research.