Abstract
This paper reports about the use of productive inquiry approach as an intervention in the teaching of problem solving in chemical stoichiometry. The initial method used for this study was the traditional direct lecture. The objective of the study was to explore differences between the two methods when used to teach problem solving among preservice student teachers (PST) in chemical stoichiometry. As indicated the productive inquiry method (PIM) was used as an intervention method and the direct lecture method (DLM) served the role of benchmarking students’ conceptual understanding. In effect the study was to observe the functioning of students’ knowledge structures on problem solving and subsequently their effect on performance or achievement on the topic. Both the quantitative and qualitative methods were used. The analysis of knowledge structures was based on two perspectives used to describe knowledge, namely, the view that knowledge is theory and it is also made of elements. The findings in this study, varied among students within and across the two methods. Within the methods, individual students exhibited different responses. Across the methods, the PIM produced superior outcomes on students’ problem solving. In light of these findings, it can be concluded that students have preferences towards teaching methods or environments. The outcome of this study, suggests the need to mix teaching methods to maximise learning by students with diverse learning styles. Finally, the notion that students have preferences of teaching methods or environments was, confirmed as not all students’ problem solving abilities were improved by the use of PIM. DOI: 10.5901/mjss.2014.v5n20p1346
Highlights
Background and IntroductionTeaching in general and science teaching in particular, is a complex process with unpredictable outcomes
This paper reports about the use of productive inquiry approach as an intervention in the teaching of problem solving in chemical stoichiometry
The objective of the study was to explore differences between the two methods when used to teach problem solving among preservice student teachers (PST) in chemical stoichiometry
Summary
Background and IntroductionTeaching in general and science teaching in particular, is a complex process with unpredictable outcomes. In addition to its complex nature, this topic requires students to actively engage in the solving of sophisticated problems. Active engagement requires well organised knowledge structures (Kirscher, Sweller & Clark, 2006; Bledsoe & Flick, 2012) which in most instances first year students do not possess. Challenges such as lack, or poorly organised prior knowledge, call for interventions of different teaching and learning methods or environments. In this study a rarely used teaching approach, productive inquiry method (PIM) and the commonly used traditional direct lecture method (DLM), were used to explore the problem solving processes students go through and the accompanying effect on knowledge structure changes during learning
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