The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory

Hatice Güngör Seyhan

doi:10.5539/hes.v6n4p100

Abstract

In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the “Problem Solving Inventory (PSI)” and “Self-Regulatory Strategy Scale (SRSS)”. The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

Highlights

1.1 Introduce the ProblemNowadays, problem solving is accepted as a preferred and effective strategy in a socially important learning atmosphere
In the context of the study, a problem-based learning activity was intended to be designed in order to be implemented as an alternative to a conventional laboratory course that is currently present at the university level
It can be said that the prospective teachers’ perception levels of problem solving ability in both the experimental group and the control group were at low levels

Summary

Introduction

1.1 Introduce the ProblemNowadays, problem solving is accepted as a preferred and effective strategy in a socially important learning atmosphere. The students make efforts to make a plan, make an assessment, and decide which strategies to use. They all agree that during this process, they feel more successful, and more talented while carrying out certain tasks. The use of learning environments requiring more effort and participation, such as PBL activities, encourage students to ask more questions. In such environments, the fear of making mistakes is reduced. PBL processes are affected by the source of the problem, they require the use of goal-oriented and self-oriented strategies

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Results

Conclusion