Exploring the Role of Scaffolds in Problem-Based Learning (PBL) in an Undergraduate Chemistry Laboratory

Autor/inn/en	Varadarajan, Sujatha; Ladage, Savita
Titel	Exploring the Role of Scaffolds in Problem-Based Learning (PBL) in an Undergraduate Chemistry Laboratory
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 1, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Varadarajan, Sujatha) ORCID (Ladage, Savita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Scaffolding (Teaching Technique); Science Instruction; Teaching Methods; Problem Based Learning; Laboratory Experiments; Inquiry; Active Learning; Experiential Learning; Task Analysis; Chemistry; Undergraduate Students; Color; Comparative Analysis; Student Attitudes; Scores; Water; Food; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Laboratory work; Laborarbeit; Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Aufgabenanalyse; Chemie; Colour; Farbbezeichnung; Farbe; Schülerverhalten; Wasser; Lebensmittel; Lernleistung; Schulerfolg
Abstract	The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students' self-directed learning. The literature indicates that scaffolding students' independent learning is necessary for a PBL environment. In our study, we provided scaffolds such as a precursor task, reading material, and structured group discussion to facilitate the planning of a PBL task on indigo dyeing wastewater treatment. In this paper, we describe how these three scaffolds integrated within the PBL style contributed to students' learning as per the stages of Kolb's Experiential Learning Cycle (ELC). We analyzed the level of the abstract conceptualization stage of ELC through students' experimental designs (EDs) of the PBL task. The results of the qualitative analysis of the scaffolded and un-scaffolded groups suggest that scaffolded students' experimental design scores are higher. The qualitative results indicate that the structured group discussion influences the EDs planned by students more than the precursor task and the reading material. All three scaffolds help in the reflective learning and planning of executable EDs for a PBL task. The study indicates that students transitioning into the inquiry laboratory benefit from the inclusion of scaffolding. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01