Abstract
The study aimed to reveal the research trends of articles related to PBL in chemistry education and to provide insights into the characteristics of the research activities through bibliometric and descriptive content analyses. For bibliometric analysis, a total of 119 articles were accessed from the Web of Science (WoS), and for descriptive content analysis, a total of 30 articles were eliminated from the “Education & Educational Research” category of WoS. In bibliometric analysis, author keywords, words in the abstracts, citation analyses, and co-citation analyses in the articles were analyzed to reveal an overall picture in the related literature. Then, a descriptive content analysis was performed to examine in detail the fields of research, variables, methods, sample groups, data collection tools, data analysis methods, and the results highlighted in the articles. The bibliometric analysis results showed that the most-used keywords were problem-solving/decision making, problem-based learning, undergraduate, inquiry-based/discovery learning, laboratory instruction, and collaborative/cooperative learning. The most used words in the abstracts of the articles were a problem, students, learning, study, course, approach, skill, and chemistry. The most cited authors were Leman Tarhan, Santiago Sandi-Urena, Melanie M. Cooper, and Todd A. Gatlin. The top two journals in the terms of the total number of articles and the most cited were “Journal of Chemical Education” and “Chemistry Education Research and Practice”. The descriptive content analysis results showed that undergraduate chemistry laboratories and chemistry courses were the main learning environments for PBL settings in chemistry education. Undergraduate students were the most frequently preferred sample. The most examined variables in the articles were academic achievement, views about PBL and attitude. Quantitative and qualitative studies were the main research focus, but there was a limited number of mixed studies. Also, interviews, achievement tests, and alternative assessment tools were widely used as data collection tools in the articles.
Highlights
Problem-based learning (PBL) is a method of learning and teaching in which students work collaboratively to find solutions to problems guided by a tutor
Since 2007, PBL research in chemistry education has turned into a rapid development ratio
The articles analyzed for descriptive content were gathered from the “Education & Educational Research” category in Web of Science (WoS)
Summary
Problem-based learning (PBL) is a method of learning and teaching in which students work collaboratively to find solutions to problems guided by a tutor. In PBL, ill-structured problems rooted in real-world situations are used to motivate students to discover important concepts and their interconnections. Within PBL, the instructor functions as a facilitator by guiding students rather than directing them (Hmelo-Silver, 2004). PBL was initially designed for health studies in the 1960s (Barrows & Tamblyn, 1980). Teachers encourage students to use questions and to take responsibility for their learning instead of trying to give much information. They act as expert consultants or a partner rather than a provider of information (Senocak, 2009; Ward & Lee, 2002). They act as expert consultants or a partner rather than a provider of information (Senocak, 2009; Ward & Lee, 2002). Dolmans et al (2002) described an ideal PBL instructor as both an expert in the subject matter and an expert in facilitating student learning
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