Michael C. Bagay^{1, 2}, Robie Rose R. Ursua^{1, 3}, May Ann A. Abellera^{1, 4}, Roselyn Joyce G. Baldovino^{1, 5}, Rose Ann P. Concepcion^{1, 6}, Vilma S. Galapon^{1, 7}, Romiro G. Bautista^{8, 9,}

Problem-Based Learning (PBL) is an inquiry approach in teaching involving the use of real-world problems in a student-centered environment and a method to stimulate students' construction of knowledge and ideas, including the promotion of self-directed learning. It implies the concept of autonomy and self-directed instruction. This study aimed to investigate the affordance of PBL in teaching science. The respondents were the science teachers in a Schools Division who were teaching science from Elementary to Senior High School during the time of this study. The result indicated that the science teachers' PBL affordances were not influenced by their educational attainment and grade level they teach; self-directed learning, a specific precept of PBL, showed a significant result in terms of the grade level taught by the respondents; and the over-all affordance of the respondents in PBL was seen to be agreeable in all its tenets. In conclusion, PBL implementation should be observed and studied correctly following the curriculum being implemented and the need for sufficient materials to fully grasp its essence and value, especially in science education.

problem-based learning, real-life problems, scaffolding, science education