Abstract

The fundamentals of physics laboratory for teachers course at Walailak University, Thailand, has been revamped post-COVID-19 to incorporate problem-based learning (PBL) alongside traditional labs. This approach, aligned with the Thailand qualification framework and the United Kingdom professional standards framework, aims to equip future science educators with essential skills. PBL fosters collaborative learning, focusing on experimental design using various tools. Students work in groups, and their assessment, based on rubrics, includes formative evaluation contributing 20% to the course grade. Based on the improvements of completion over progress scores, the PBL process and iterative testing enhanced experimental design, data analysis, presentation skills, adaptability, and problem-solving abilities of the group members. This course demonstrates the potential applicability of PBL to other science laboratory courses, enhancing educators’ preparedness for diverse teaching contexts.