Problem-based learning (PBL) is an influential way for inquiry-based learning in which students use an authentic problem as the context for an in-depth investigation of what they need and what to know. Problem-based learning differs from didactic teaching in that students, faced with a description of new situation or event, are required to define their learning needs and questions in order to achieve understanding of the situation or event. Problem-based learning is an educational approach that challenges students to work cooperatively in groups to seek solutions to real-world problems and to develop skills to become self-directed learners. Instruction is more student-centred. Learning is active rather than passive. The teacher plays several roles, including lecturer, facilitator and coach. Moreover, this approach lets students improve their critical thinking skills, analyze and solve complex, real-world problems, work cooperatively in groups, and communicate orally and in written form. The aim of this paper is to provide framework for theoretical and practical application of PBL in science education.