Discussion

This poster outlines a Problem-Based learning (PBL) approach in Grade 5 science, aligning with contemporary research on meaningful and real-life science learning. PBL engages students in real-world challenges, fostering inquiry and critical thinking (Hmelo-Silver, 2004). The structured steps—identifying the problem, collecting data, researching, implementing solutions, and reflecting—align with constructivist pedagogy, where students actively construct their knowledge rather than passively receive information (Hmelo-Silver, Duncan, & Chinn, 2007).

This activity directly connects to the Australian Curriculum, supporting students in investigating human impact on ecosystems and how animals survive in particular habitats (AC9S5U01), developing inquiry, comparitive and analytical skills (AC9S5H02, AC9S5I01, AC9S5I02, AC9S5I05), and using technology and equiptment to conduct research, investigations and present findings through various methods (AC9S5I03, ACS5I04, AC9S5I06) (ACARA, 2024). Through hands-on investigations and data analysis, students engage in authentic scientific inquiry, enhancing their problem-solving and collaboration skills (Ertmer & Simons, 2006).

One proposed solution; creating a wildlife-friendly school environment, encourages active student participation in conservation efforts. Installing bird feeders, water sources and nesting boxes provides habitats for displaced species, reinforcing the importance of sustainable human actions. By tracking wildlife presence before and after interventions, students engage in real scientific practices, reinforcing learning through observation and analysis (Barrows, 2000).

Overall, this PBL approach ensures students gain a deeper understanding of environmental stewardship while developing essential scientific literacy and inquiry skills.