The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers
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The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course wasstudied using a programme that was designed and implemented with 20 students in a treatmentgroup over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratorycourse were used for comparison. Differences in the creative thinking ability of students in boththe treatment and control groups were evaluated before and at the end of the implementation ofthe programme, using the Torrance Tests of Creative Thinking. In addition, changes in students’self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) andtheir self-evaluation proficiency were evaluated. Analysis of covariance showed that the creativethinking ability of the treatment group had improved statistically significantly after the PBLcourse (p , 0.001) compared to that of the students in the comparison group. PBL was shownto have a positive effect on creative thinking ability. The SRLIS test showed that students in thetreatment group used self-regulated learning strategies more frequently than students in thecomparison group. According to the results of the self-evaluation, students became more positiveand confident in problem-solving and group work as the semester progressed. Overall, PBL wasshown to be an effective pedagogical instructional strategy for enhancing chemistry students’creative thinking ability, self-regulated learning skills and self-evaluation.
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