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    The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers

    Access Status
    Fulltext not available
    Authors
    Yoon, H.
    Woo, A.J.
    Treagust, David
    Chandrasegaran, Chandra
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Yoon, H. and Woo, A.J. and Treagust, D. and Chandrasegaran, C. 2014. The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education. 36 (1): pp. 79-102.
    Source Title
    International Journal of Science Education
    DOI
    10.1080/09500693.2012.727041
    ISSN
    0950-0693
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/27494
    Collection
    • Curtin Research Publications
    Abstract

    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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