The implementation and effects of contemporary Problem-Based Learning techniques in the field of chemistry

Abstract

Chemistry courses are seeing an increasing inclusion of the relatively novel methods of Problem Based Learning (PBL). With roots dating back to 18th Century philosophers, it aims to develop the Higher Order Cognitive Skills (HOCS) of prospective graduates, alongside other transferrable skills and social benefits that traditional teaching has failed to build upon. The utilisation of real-world problem-solving projects in chemistry modules has a wide array of seemingly verifiable benefits but a lack of trained facilitators and minimal exposure of students to PBL at lower levels provides significant drawbacks to the methodology. This review looks at the pros and cons of PBL in detail to estimate its viability in future chemistry courses around the world.