This study aims to present a new pedagogical approach for the museum education using 'PBL(problem-Based Learning)' method. While the museum education, recently, has been eagerly seeking for and adopting to the approaches of the constructivist museum education, the specific and concrete method and strategies of 'how to' was relatively confusing and not clear to the museum educators who make serious efforts to develop learner-centered, inquiry-based museum education according to the learning principles of constructivism. This study, then, employing PBL as a new method of constructivist museum education, attempted to develop and implement a case study of the PBL-based museum education which was practiced in the natural museum of KyungHee University during July 28 to Aug. 21, 2008 with the 73 elementary school children of the ftrst to third grades. Focusing on the several learning effects of 'self-directed learning, collaborative learning, problem-solving skill, and knowledge acquisition of tlle related ftelds,' the study which collected and analyzed data from diverse methods such as survey from and interview with both children and parents), the educators' observation notes, students' self-evaluation foml, showed very positive results satisfying those learning effects of PBL, therefore, enhancing the insightful possibilities of the PBL-based museum education model as a new pedagogical approach for the museum education.