Abstract
Abstract This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.
Highlights
Project-based learning (PjBL) is a widely researched area (Egilmez, Sormaz, & Gedik, 2018; Kokotsaki, Menzies, & Wiggins, 2016; Wurdinger, Haar, Hugg, & Bezon, 2007; Wurdinger & Qureshi, 2015)
PjBL is a model that organizes learning around different projects (Thomas, 2000) and in which students create projects that result in meaningful learning experiences (Wurdinger et al, 2007)
The research project included various analytical chemistry research methods, which was seen as a positive aspect because students became familiar with them
Summary
Project-based learning (PjBL) is a widely researched area (Egilmez, Sormaz, & Gedik, 2018; Kokotsaki, Menzies, & Wiggins, 2016; Wurdinger, Haar, Hugg, & Bezon, 2007; Wurdinger & Qureshi, 2015). PjBL is a model that organizes learning around different projects (Thomas, 2000) and in which students create projects that result in meaningful learning experiences (Wurdinger et al, 2007). In this study we use the definition of PjBL created by Wurdinger, Haar, Hugg, and Bezon et al (2007): “a teaching method where teachers guide students through a problem-solving process. PjBL is said to be similar to PrBL in that the learning activities are organized around achieving a shared project or goal In both aspects, the role of the instructor is emphasized because students can access a massive amount of information and it may lead to the problems of choosing the subject of the project work (Savery, 2006). The key to PrBL is to design a suitable problem scenario related to the real lives of students (Gao et al, 2018)
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