Abstract
Teaching for Problem-Based Learning (PBL) requires big changes in teachers’ usual roles. As teachers’ conceptions may exert an influence on their own teaching practices, putting into practice a new and demanding teaching approach like PBL may be facilitated by teacher education. This paper presents an analysis of the evolution of 33 Science and Geography teachers’ conceptions regarding PBL related concepts due to an in-service course. Results indicate that most teachers overcame their conceptions of problem and started to acknowledge the idea that using problems as a starting point for learning new ideas (as required by PBL) makes sense.
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