The Efficacy of Problem-Based Learning in an Analytical Laboratory Course for Pre-Service Chemistry Teachers

Autor/inn/en	Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, A. L.
Titel	The Efficacy of Problem-Based Learning in an Analytical Laboratory Course for Pre-Service Chemistry Teachers
Quelle	In: International Journal of Science Education, 36 (2014) 1, S.79-102 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.727041
Schlagwörter	Preservice Teacher Education; Chemistry; Problem Based Learning; Laboratory Experiments; Control Groups; Experimental Groups; Program Implementation; Creative Thinking; Pretests Posttests; Group Discussion; Thinking Skills; Self Management; Interviews; Questionnaires; Self Evaluation (Individuals); Problem Solving; Water Quality; Learning Strategies; Instructional Effectiveness; Comparative Analysis; Student Attitudes; Foreign Countries; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Chemie; Problem-based learning; Problemorientiertes Lernen; Laboratory work; Laborarbeit; Kreatives Denken; Gruppendiskussion; Denkfähigkeit; Selbstmanagement; Interviewing; Interviewtechnik; Fragebogen; Problemlösen; Wasserqualität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Schülerverhalten; Ausland
Abstract	The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking ability of students in both the treatment and control groups were evaluated before and at the end of the implementation of the programme, using the Torrance Tests of Creative Thinking. In addition, changes in students' self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) and their self-evaluation proficiency were evaluated. Analysis of covariance showed that the creative thinking ability of the treatment group had improved statistically significantly after the PBL course ("p"?<?0.001) compared to that of the students in the comparison group. PBL was shown to have a positive effect on creative thinking ability. The SRLIS test showed that students in the treatment group used self-regulated learning strategies more frequently than students in the comparison group. According to the results of the self-evaluation, students became more positive and confident in problem-solving and group work as the semester progressed. Overall, PBL was shown to be an effective pedagogical instructional strategy for enhancing chemistry students' creative thinking ability, self-regulated learning skills and self-evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10