The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory

Abstract

In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the "Problem Solving Inventory (PSI)" and "Self-Regulatory Strategy Scale (SRSS)". The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

Phytochemical Analysis and Determination of the Chemical Composition of Larvicidal Extracts of Black Pepper (Piper nigrum L.) Waste: An Undergraduate Chemistry Experiment

“…Therefore, this lab activity allowed students to acquire knowledge about concepts related to GC–MS and encouraged students to search the scientific literature for solutions to environmental problems. The application of experimental activities can improve the learners’ readiness and attitude toward environmental problem-solving. , …”

“…The application of experimental activities can improve the learners' readiness and attitude toward environmental problem-solving. 38,39 ■ CONCLUSIONS The activity made it possible for undergraduate chemistry students to acquire new knowledge about the chemical composition of P. nigrum and agroindustrial wastes and have a hands-on experience with GC−MS.…”

The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review

“…Although problem-solving skills are the main variable measured after treatment, some papers included in this review measured other parallel learning skills, of which problem-solving skills are a subset. In the papers reviewed, four papers [15][16][17][18] have reported the use of a problembased learning approach in laboratory instruction. All the other papers, except one, have focused on classroom instruction, involving the teaching of chemistry concepts in their research.…”

“…Similarly, in the research conducted by [16], PBL design was adapted in an instrumental analysis laboratory course as an alternative to traditional laboratory practices. In this study, teacher candidates who were exposed to PBL design in their laboratory practices showed a positive increase in future teachers' problem-solving skills, understanding levels, and self-regulatory learning strategy levels.…”

Laboratory Research Projects in Undergraduate Environmental and Analytical Chemistry

“…CBL experiments emphasize the application of the experiment by situating the experiment within an environmental, personal, social and/or political context . The benefits of these experiments are that they better position the experiment within the interests of the student, encourage creative thinking and can improve student outcomes. − While CBL experiments can be expository, IBL cannot. IBL experiments are those that give partial-to-full control of the experimental method and/or the aims of the experiment to the students.…”