Abstract
This paper shares the initial results of a small-scale research study which aimed to investigate the problem solving processes Year 1 undergraduate science students used while undertaking problem-based learning tasks in the chemistry laboratory. A qualitative case study, combining observation and semi-structured interviews, was used to explore learners’ experience of the problem-based learning (PBL) task. The literature on problem solving processes of experts generally places importance on domain specific knowledge, developed through experience, for the expert. This is of particular relevance to this study since the students have a range of different prior experiences in the ‘chemistry’ and ‘experimental/practical’ domains. Overall, it was shown that students revealed novice-like problem solving strategies and surface approaches to learning. However, one group revealed more expert-like characteristics, coupled with a deep approach, with this group successfully solving the problem. One implication of this study is that we need to be more aware of the learning approaches of our students, as well as their subject knowledge, as they enter into higher education through careful scaffolding of such problem-based task.
Highlights
Problem and context-based learning continue to be popular strategies for the teaching of chemistry and physics
In a recent review of PBL2, it was recognised that additional research into the effects of problem-based learning (PBL) on students’ gains in problem-solving, critical thinking, motivation, and self -regulated learning was needed
Importance is placed on domain specific knowledge for the expert, which is developed through experience
Summary
Problem and context-based learning continue to be popular strategies for the teaching of chemistry and physics Such approaches have been found to engage and motivate students and to develop a range of intellectual and transferable skills in the physical sciences[1]. In a recent review of PBL2, it was recognised that additional research into the effects of PBL on students’ gains in problem-solving, critical thinking, motivation, and self -regulated learning was needed. It is the problem-solving element of PBL that took the interest of the authors. This is of particular relevance to this study since the students have different prior experiences in the ‘chemistry’ domain
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: New Directions in the Teaching of Physical Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
