Problem-Based Learning in an Introductory Inorganic Laboratory: Identifying Connections between Learner Motivation and Implementation

Abstract

Problem-based learning (PBL) is an acclaimed educational concept for laboratory teaching in chemistry, which significantly affects learner motivation. A central aim of PBL is to overcome educational problems with "cook-book" laboratories. For example, when students receive experimental instructions and apply the instructions similar to recipes, they do not necessarily understand what they do and why. However, research in problem-based laboratories still produces inconsistent and even contrasting results. A reason for this is the research focus; the problem-based concept and the outcome (e.g., learning results) are often investigated without considering the implementation of the problem. According to self-determination theory (SDT), it is necessary for problem-based learning to invoke a sense of autonomy, competence, and relatedness in the students to foster intrinsic learner motivation. To understand better the mechanisms and potential of PBL in enhancing intrinsic motivation, it is pivotal to investigate and identify connections to the practical implementation. This study focuses on intrinsic motivation connected to implementation. The aim was to clarify central implementation strategies for PBL concepts that enhance intrinsic learner motivation. To this end, we conducted semistructured interviews with undergraduate, nonmajor chemistry students who attended an innovative, industry-based PBL-laboratory course and analyzed them using qualitative content analysis. The results suggest central implementation factors that are interconnected and led to a novel model of the autonomous scientific process. The factors that enhance intrinsic motivation in this model are the independent acquisition of information, the design and application of the experimental procedure, the gathering of feedback through experiments, and the possibility to optimize the process. Adequate strategies must be taught to the students to enable autonomy and are exemplified in this study. The students perceived the presented industry-based problem setup as an authentic, autonomous scientific process, thus appealing to their self-perception as scientists.

Information Is Experimental: A Qualitative Study of Students’ Chemical Information Literacy in a Problem-Based Beginner Laboratory

“…The laboratory concept is derived from the industrial extraction of lithium from brine and is already published in the Journal of Chemical Education . The aim was to design contextual scientific and economic problems with topical relevance.…”

“…The laboratory concept is derived from the industrial extraction of lithium from brine and is already published in the Journal of Chemical Education. 33 The aim was to design contextual scientific and economic problems with topical relevance. The industrial extraction of lithium from brine is, despite its importance and timeliness for the world and economy, essentially based on a sequence of precipitation reactions.…”

Using social influence models to characterize student interest in a general chemistry peer-led team learning setting

“…Through questionnaires, student interviews, and teacher's observations in a logbook, Ferreira et al found evidence to support that the activities promoted intrinsic motivation. Wellho ¨fer and Lu ¨hken (2022) reported on a laboratory course designed around problem based learning. From student interviews, they found giving students the ability to autonomously propose experimental procedures was helpful in supporting student motivation.…”

Motivation Differences in First-Semester Organic Chemistry: A Comparison between First-Time-in-College Students and Transfer Students

“…Self-determination theory is a guiding framework for conceptualizing motivation in the context of chemistry education. ,,,− Self-determination theory supposes that individuals are best when they are able to fulfill their psychological needs: competence (feeling skilled and capable), autonomy (being able to do something without a forced external reward), and relatedness (having someone else who supports you). Increased feelings of competence, autonomy, and relatedness are associated with increased intrinsic motivation. ,, In the context of completing organic chemistry courses, learners are best situated for success when they have useful feedback that can be used to measure their own level of understanding, when they feel that they are in control of their learning, and when they have meaningful and supportive relationships with their peers and educators in the course. ,, …”