Application of problem-based learning in instrumental analysis teaching at Northeast Agricultural University

Gao, Shuang; Wang, Yuxin; Jiang, Bin; Fu, Ying

doi:10.1007/s00216-018-1025-7

Cited by 22 publications

(29 citation statements)

References 24 publications

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“…Therefore, both critical thinking and self-efficacy should be developed among pre-service teachers using student-centered learning. Based on the literature on critical thinking (e.g., Gao et al, 2018;Kek & Huijser, 2011), student-centered learning environments such as PBL should be applied by educators to enhance the critical thinking skills of pre-service teachers. Therefore, in this study, we explore pre-service elementary school teachers' CT skills and their self-efficacy in higher education.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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“…Furthermore, (Gao, Wang, Jiang, & Fu, 2018) explained that the problem and goals of learning should be designed according to the following rule: the problem must be clear and the results predictable. The difficulty of solving the problem should correspond to the abilities of the students.…”

Section: Problem Based Learning Modelmentioning

confidence: 99%

Teacher Candidate’s Generic Science Skills on Organic Chemistry Reactions Through Problem-Based Learning Model

Dibyantini

Suyanti

Silaban

2020

HSSR

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Purpose of the study: This study was aimed at obtaining information about teacher candidates’ generic science skills on organic chemistry reaction, namely addition, substitution, and elimination. Methodology: This study was one group pretest-postest design with the quasi-experimental method. The subject was done to teacher candidate students which consist of the experimental group taught by using the problem-based learning model (PBL) and control group taught by using the direct instruction model. The data were obtained through generic science skills tests in the form of multiple choices test and calculated by using SPSS version 20 as well as the practicum observation results. Main Findings: The result showed that generic science skills of an experimental class taught on addition and substitution material were at the high level and for elimination, the material was at the medium level, meanwhile for control class on addition and substitution material were at medium level and for elimination, the material was at a low level. The results of the logical inference practicum were at the high category. The practicum result of direct observation was at a high level. Applications of this study: The findings of this study are expected to give contribution to the organic chemistry learning model in order to develop students' generic science skills to improve the quality of the chemistry education students. Novelty/Originality of this study: This study is recommended to improve students' generic science skills on addition, substitution, and elimination materials by using the PBL model in the classroom or laboratory in the future.

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“…PrBL is an effective learning approach where a problem is introduced and solved before the generalizing concept is provided (Egilmez et al, 2018). PrBL allows for free inquiry and it is considered to be a student-centered teaching method where students work together to solve problems (Gao, Wang, Jiang, & Fu, 2018;Savery, 2006). In PrBL, the tutor is a facilitator of learning, learners are self-directed, and they self-regulate their own learning.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, these learning approaches keep instructors up to date because they have to create and define new problems and projects (Egilmez et al, 2018). For example, the key to PrBL is to design a suitable problem scenario related to the real lives of students (Gao et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Matilainen

Nuora

2020

Chemistry Teacher International

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This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

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Application of problem-based learning in instrumental analysis teaching at Northeast Agricultural University

Cited by 22 publications

References 24 publications

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Teacher Candidate’s Generic Science Skills on Organic Chemistry Reactions Through Problem-Based Learning Model

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

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