Developing Students’ Critical Thinking, Problem Solving, and Analysis Skills in an Inquiry-Based Synthetic Organic Laboratory Course

Weaver, Marisa G.; Samoshin, Andrey V.; Lewis, Robert B.; Gainer, Morgan J.

doi:10.1021/acs.jchemed.5b00678

Cited by 44 publications

(34 citation statements)

References 46 publications

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“…It enables learners to build their knowledge through the learning experience they have undertaken and reflected it on each step carried (Ackay, 2009). Besides, there is a positive and significant relationship between chemistry and self-efficacy for everyday applications and critical thinking (Uzuntiryaki-Kondakci & Capa-Aydin, 2013;Weaver et al, 2016).…”

Section: Cognitive Domainmentioning

confidence: 99%

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

Sudarmin

Zahro

Pujiastuti

et al. 2019

JPII

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In today's global era, thinking skills are essential to be mastered by students. This research intended to develop and implement PBL-based worksheets integrated with green chemistry and ethnoscience to improve thinking skills, which included generic science skills and critical thinking skills. These skills were observed through learning outcomes, which were divided into three domains, i.e., cognitive, psychomotor, and affective. The cognitive aspect was assessed through pre-and post-test results, the psychomotor domain was valued through an essay test and observational sheets, and the affective domain was evaluated using questionnaires and observational sheets. This research was conducted with XI graders of MAN I Semarang and SMA Pekalongan. There were three rounds implemented; first, preliminary research which has observed the problems in chemistry learning, particularly on the hydrolysis topic and continued to the development of worksheets, then validated. The next round was the implementation of the worksheets. The N-gain test was used to see the influence of the developed worksheets on the increase in critical thinking skills and generic science skills. The critical thinking scored 0.58 (moderate), while the generic science, which covered scale awareness and logical inference, scored 0.63 (moderate) and 0.73 (high), respectively. A paired t-test results revealed that there was a remarkable increase in the logical inference and awareness of scale. Moreover, the results of the study found that the applied worksheets were practical for cognitive, affective, psychomotor seen from the learning outcomes.

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Section: Cognitive Domainmentioning

confidence: 99%

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

Sudarmin

Zahro

Pujiastuti

et al. 2019

JPII

View full text Add to dashboard Cite

show abstract

“…Adnan et al ( 2017) stated that the use of Bana Game in junior high school students in Situbondo was able to improve students' critical thinking skills. Critical thinking, problem solving and analysis skills of middle school students increased by using inquiry based learning in the provision of organic pharmaceutical-based chemical based projects (Weaver, 2016). The results of Hairida (2016) stated that inquiry-based learning modules with authentic assessment on additive materials was proven to be effective to improve student's inquiry ability and critical thinking skills.…”

Section: The Effect Of Cbg Media Development Learning Completenessmentioning

confidence: 99%

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Wardani

Lindawati²,

Kusuma

2017

JPII

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Student's critical thinking and their learning result depend on learning design and student's activity. Most students use their spare time with playing game. Students are more challenged by the difficulty in playing game rather than facing the difficulty in understanding the lesson. This phenomenon is the basic reason of the researchers to develop a game that has the essence of the subject matter, namely Chemistry Board Game (CBG) or we can call it with Al Chemist Knight. This research aims to develop a suitable digital game based on android system. In this research media was used to improve the cognitive learning and critical thinking. It also has purpose to evaluate the response of learners in learning chemistry through alkane derived compound topic. The development of this game was adapted from the procedure of game development process in mobile 3D presentation. The collection of evaluation data model applied was pre test and post test in trial class. The result showed that in the pretest the learning result average was 34.35 with classical target of 5%. While the posttest learning result average was 80.51 with classical target of 85%. The n-gain factor was 0.703. Based on the result of the students questionnaire data analysis, 3.025 of students responded positively to the implementation of CBG. A CBG media makes an assessment of critical thinking, in which the indicator of critical thinking which are focusing on questions get 3,1 point, giving arguments get 2.95, asking and answering questions get 3.0, making decision get 3.05, and the average score of critical thinking indicator is 3.025 which belongs to good category. Based on the students' response questionnaire, we get the average score of 3.3 or 82.5% which is classified in good category.

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“…Additionally, since the organic laboratory represents an important part of the foundation courses due to some necessary research skills, 38 this alternative experiment can contribute to address the laboratory curriculum for a project-based approach. This strategy can provide flexibility in the implementation of the procedure and stimulate skills development envisaging an organic synthesis course.…”

Section: Resultsmentioning

confidence: 99%

Revisiting the Nucleophilicity Concept in a Comprehensive Biomass Valorization Experiment: From Papaya Seeds to Thiourea Motifs

et al. 2019

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The recovery of waste materials with potential for synthetic transformations is a major field in science. However, just few experiments have been devoted to undergraduate students by exploring some consistent subjects in light of simple, natural resources. Nucleophilicity is a central subject in chemistry and there are significant synthetic models to exploit it in contrast to basicity. Here we present a laboratory experiment that utilizes hands-on research to be implemented in an organic chemistry lab by using benzyl isothiocyanate (BITC) from papaya seeds as raw material for the preparation of thioureas in a fast and visually indicative experiment. Subjects such as green chemistry, extraction methods, nucleophilicity, chromatography and NMR spectroscopy can be emphasized in order to implement a project-based approach. This experiment shows flexibility concerning the procedures and the use of biomass raw materials towards the reinforcement of a research-like experience and critical-thinking skills.

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Developing Students’ Critical Thinking, Problem Solving, and Analysis Skills in an Inquiry-Based Synthetic Organic Laboratory Course

Cited by 44 publications

References 46 publications

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

The Development of PBL-Based Worksheets Integrated with Green Chemistry and Ethnoscience to Improve Students’ Thinking Skills

The Development of Inquiry by Using Android-System-Based Chemistry Board Game to Improve Learning Outcome and Critical Thinking Ability

Revisiting the Nucleophilicity Concept in a Comprehensive Biomass Valorization Experiment: From Papaya Seeds to Thiourea Motifs

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