Literaturnachweis - Detailanzeige
| Autor/inn/en | Kelly, Orla; Finlayson, Odilla |
|---|---|
| Titel | A Hurdle Too High? Students' Experience of a PBL Laboratory Module |
| Quelle | In: Chemistry Education Research and Practice, 10 (2009) 1, S.42-52 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/b901459b |
| Schlagwörter | Problem Based Learning; Chemistry; Science Laboratories; Teaching Methods; Science Instruction; Student Attitudes; Conventional Instruction; College Science; Foreign Countries; United Kingdom |
| Abstract | The experience of a cohort of students enrolled in a Year 1 chemistry laboratory module delivered through a problem-based learning approach was studied. The methodology involved both qualitative and quantitative data analysis. The results show that students had a very positive attitude toward the PBL approach. The data suggests that a high proportion of students felt that learning and enjoyment in the PBL laboratory were better than in the traditional laboratory. Furthermore, by the end of the module, 83% of students indicated a preference for the PBL approach, and a similar percentage indicated they would choose to continue this alternative approach into their second year. The study also suggests that those who have little background in chemistry struggle more with the alternative approach at first, but over time the difference is reduced. Ability to do calculations is found to be a significant factor in whether students prefer the traditional or PBL approach. (Contains 16 tables and 2 figures.) (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 | 2017/4/10 |
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