Using a Participatory Problem Based Methodology to Teach About NOS

Abstract

Since 2011 we have been developing a participatory problem-based learning (PBL) methodology to teach about the nature of science (NOS) and, also, to foster the development of some practical and attitudinal dimensions of scientific practice. This methodology entails a participatory knowledge-centered approach where the teacher plays a key mediating role in the relationship between students and knowledge, with more guidance than usual in active methodologies, which employ a student-centered approach. Here we present a report on how we are using this methodology in higher education courses devoted to NOS, based on experiences in different teaching contexts: an undergraduate course on history and philosophy of science and a professional master course offering an introduction to scientific knowledge to environmental managers and decision-makers. We discuss some findings derived from teachers’ diaries and students’ problem-solving reports in order to indicate how the participatory PBL approach has been working as a basis for our teaching practice and how the students have been engaging in problem-solving and learning in the classroom.