Abstract
In the 21st century, one of the most important responsibilities for educators is development of students' ability to solve the multifaceted problems they will face in our increasingly complex world. Perhaps equally critical is that students develop a true understanding of the interactions among people, development, and the natural environment; and how the resulting interdependence can shape present and future conditions for all living beings.
In this article, we describe a project in which teachers in the role of learners solved a real-life problem, experiencing the interaction of factors and ideologies, and while learning the content of science also learned new ways of teaching. First, we provide a brief introduction to the integration of Thinking Actively in a Social Context (TASC) and Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Responses (DISCOVER), then we discuss Problem Based Learning (PBL) and its relationship to both DISCOVER and TASC, and following this discussion, we describe the teacher education project. The description of the teacher education project includes the goals of each of three phases, introduction of TASC, the PBL activity (including content, field experiences, and development of problem-solving skills), use of TASC to structure group work, and integration of the DISCOVER problem types into the PBL experience.
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