Collaborative and Self-Directed Learning Processes: A Case Study in Malaysian Chemistry PBL Lesson

Abstract

AbstrackProblem-based learning (PBL) (Lim, 2007;Abu Hassan Kassim, 2003;Anuar Zaini, et al., 2003;Ng & Siow, 2003; Sharifah Maimunah, 2000). Students learning are in the form of passively accepting information from the teacher, copying notes, drill and practice, Indonesian Journal of Educational Review, Vol. 4 (1), July 2017 2 and 'cookbook style' practical activities. In such a learning environment, students become passive and dependent learners. Students face difficulties in learning and working with other when they enter tertiary education. Most students entering university are not prepared for active learning as they come from a passive, spoonfed and exam-oriented schooling system (Hussain & Berhannudin, 2009; Khairiyah, et al., 2009). There is a need to nurture students with the skills and capabilities to learn and collaborate with others since their schooling years. A transition from passive learning to actively engage in their own learning is the first step towards the development of well-rounded students. Thus, a learning environment providing real context learning and opportunity for students to work by themselves and among themselves has been designed and introduced into Malaysia secondary school. Problem-Based LearningProblem-based learning was developed by Howard S. Barrows and first implemented in McMaster University medical education in the 1960's (Barrows & Tamblyn, 1980). Medical students were not able to apply their knowledge in real clinical settings even though having passed the written examinations. PBL was thus developed to provide students with a learning environment that mirrored clinical practices, which could facilitate students' skills relevant to the real practice as well as promote deep learning. Various adaptations were made and PBL has been implemented across most disciplines, spread across the globe and was introduced into K-12 education (Tan & Mohammad Yusof Arshad, 2011).PBL is a pedagogical approach centered on ill-structured real world problem, which stimulate the practice of information-gathering, reasoning and problem-solving skills, interpersonal and team working skills, as well as the acquisition of content knowledge, in the process of working out the problem in collaborative groups. Students are responsible for their own learning while the instructor's role is to facilitate students' learning process without imparting direct answers or knowledge.There is limited research found about using PBL in Malaysia secondary schools even though there is an increase interest worldwide to implement PBL. Majority of Malaysia secondary school students as well as teachers have never come across PBL approach at schools (Faaizah & Halimah, 2007). Whether PBL is able to be implemented across Malaysia schools with large classes conducted by only one teacher remains a question. What will happen when teachers and students new to PBL experience PBL lessons? How will the learning proceeds? Are students able to work collaboratively and self-directly within their PBL groups and how does it occ...

The promotion of selfdirected learning through the African philosophy of Ubuntu

“…They found that the implementation of PBL conducted consistently could enhance science learners' SDL. In a qualitative study with 35 chemistry learners in Malaysia, Peen and Arshad (2017) investigated collaboration and SDL in a PBL lesson. Their findings showed that both collaboration and SDL were enhanced in groups of learners during the implementation of PBL.…”

Explicit Instruction of Scientific Argumentation in Practical Work: A Feasibility Study

“…Learning science effectively through the explicit instruction of scientific argument is often neglected (Foong & Daniel, 2013;Hasnunidah et al, 2015;Heng & Surif, 2013a, 2013bOsborne, 2015) including in practical work (Driver et al, 2000;Hasnunidah et al, 2015;Jiménez-Aleixandre et al, 2000;Kim & Song, 2006) when there is overemphasis in the curricula, textbooks, and among teachers on what students know at the expense of how students know (Osborne, 2010). Science learning is often executed in the form of students passively accepting information from the teacher, copying notes, doing drill and practice and "cookbook style" practical activities (Peen & Arshad, 2013). Such teaching and learning process does not promote students' potential (Akarsu et al, 2013).…”

“…The teaching and learning of science in Malaysia still focuses on teacher-oriented activities and does not expose students to argumentative tasks (Heng & Surif, 2013a;Heng, Surif, & Seng, 2014, 2015b. Moreover, the emphasis on high-stakes examinations (Abdullah & Francis Peters, 2015;Heng, Surif, & Seng, 2015a;Peen & Arshad, 2013;Peen & Arshad, 2014) reinforces the current practice of teaching of science in Malaysia. Hence, students need to be explicitly taught the elements of scientific argumentation and be involved in group-based argumentation sessions to justify their claim with evidence after the practical work sessions.…”

The Effectiveness of Argument-Driven Inquiry in Promoting Students’ Argumentation Skills About Colloids

“…Despite the importance of the skills, but these were rarely adopted in science classrooms [7] [8][9] [10]. Science classrooms were dominated with 'chalk and talk' activities, notes-making, memorization, and simple question and answer activities [11] [12] [13]. Such activities provide students little chances to exercise their deep-thinking skills [14] that might bring low ability to think critically as well as to make scientific argumentations [10] that in turn will reduce their understanding about science concepts [15].…”