Integrating Micro Project-Based Learning to Improve Conceptual Understanding and Crucial Learning Skills in Chemistry

Autor/inn/en	Tian, Peiyao; Sun, Daner; Han, Ruirui; Fan, Yanhua
Titel	Integrating Micro Project-Based Learning to Improve Conceptual Understanding and Crucial Learning Skills in Chemistry
Quelle	In: Journal of Baltic Science Education, 22 (2023) 1, S.130-152 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tian, Peiyao) ORCID (Sun, Daner)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Chemistry; Science Instruction; Student Projects; Scientific Concepts; Concept Formation; Active Learning; Secondary School Students; Secondary School Science; Knowledge Level; Student Attitudes; Program Effectiveness; Communication Skills; Cooperation; Independent Study; Problem Solving; Foreign Countries; Skill Development; Science Process Skills; China + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulprojekt; Concept learning; Begriffsbildung; Aktives Lernen; Sekundarschüler; Wissensbasis; Schülerverhalten; Kommunikationsstil; Co-operation; Kooperation; Selbststudium; Problemlösen; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Active participation in project-based learning (PBL) could develop students` knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the stepby-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students' conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01