Part 2 The Evolution of PBL in Physics Education

Problem-based learning (PBL) in science education has its origins in the late 20th century when it emerged as a pedagogical innovation to transform traditional science teaching. Initially developed in the medical field, PBL was later adapted for science education. In the 1990s, it gained significant traction as educators recognized the need to cultivate critical thinking and problem-solving skills among science students. Over the decades, PBL has evolved to become a well-established and widely recognized method for teaching science, engaging students in authentic, inquiry-based learning experiences, and fostering their ability to apply scientific concepts to real-world problems. Its continued integration with technology and research into its effectiveness have solidified PBL’s place in modern science education.

A transformative shift in pedagogical approaches has marked the evolution of problem-based learning (PBL) in physics education. Traditionally rooted in didactic teaching methods, physics education has progressively embraced PBL to promote active learning and critical thinking. Over the years, PBL has evolved to align with advancements in technology and educational strategies, enabling physics students to tackle real-world problems, collaborate in virtual spaces, and apply fundamental principles to practical scenarios. This evolution has contributed to a deeper understanding of physics concepts and the development of problem-solving skills, empowering students to become more effective and innovative physicists. PBL’s journey in physics education reflects a dynamic adaptation to the changing landscape of modern education and the ever-growing demand for skilled problem solvers in the field.

The PBL progression is summarized in Table 1.1.