A Tiny Adventure: the introduction of problem based learning in an undergraduate chemistry course

Dylan P Williams,Sarah L Symons,David L Davies,Jonathan R Woodward

doi:10.1039/c001045f

Abstract

Year 1 of the chemistry degree at the University of Leicester has been significantly changed by the integration of a problem based learning (PBL) component into the introductory inorganic/physical chemistry module, 'Chemical Principles'. Small groups of 5-6 students were given a series of problems with real world scenarios and were then given the responsibility of planning, researching and constructing solutions to the problem on a group wiki hosted on the Universty’s Virtual Learning Environment (VLE). The introduction of PBL to the course was evaluated both quantitatively and qualitatively. Class test and exam results were analysed and compared with those achieved in previous years (i.e. before the introduction of PBL). It was found that student performance was at least as good as it had been before the introduction of PBL. Retention figures after PBL had risen sharply (not one PBL student dropped out of the course during the first term). Student and staff feedback was also collected for qualitative analysis of the impact of the change. Combining these findings showed that students appeared to show an improvement in, and recognition of the acquisition of, transferable skills and that group work on immediate arrival at university (representing an opportunity to use social skills within an academic exercise) led to high student retention within the PBL cohort.

Highlights

Introduction and motivation student performance was of importance, this was not the driving force for the PBL approach
PBL is used in many institutions across the world in a range of subject areas, including chemistry (Duch et al, 2001)
Other institutions have adopted PBL approaches in chemistry teaching over the past decade include the Universities of Hull and Plymouth (Belt et al, 2002)

Summary

Introduction and motivation

Student performance was of importance, this was not the driving force for the PBL approach. It was decided that PBL would be introduced to the core Physical/Inorganic Level 1 module (Chemical Principles, CH1000) This covers some of the fundamental concepts introduced at the start of many chemistry degrees, including size and scale, atomic and molecular structure, chemical bonding, stereochemistry and spectroscopy. Developed content for and participated in the development, introduction and teaching of the Interdisciplinary Science degree at Leicester, which is taught entirely by PBL¶ Another motivation for the PBL approach was to take the opportunity to try to draw together ideas from the traditionally separate Physical/Inorganic and Organic modules. Problems used in the i-Science version were substantially adapted for use in the Chemistry degree in order to integrate with the exisiting lecture content of the chemistry module In addition to these problems some entirely new PBL content was developed for the module focusing on the general theme of spectroscopy.

Background

Introduction of problems to students

Results and student retention

Conclusions