View : 342 Download: 0
The effects of problem-based learning applied to the inorganic chemistry laboratory classes
- The effects of problem-based learning applied to the inorganic chemistry laboratory classes
- Kim Y.; Shin Y.; Yoon H.; Woo A.J.
- Ewha Authors
- 우애자; 윤회정
- SCOPUS Author ID
- Issue Date
- Journal Title
- Journal of the Korean Chemical Society
- Journal of the Korean Chemical Society vol. 54, no. 6, pp. 771 - 780
- SCOPUS; KCI
- Document Type
- The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the ⌈Inorganic Chemistry Laboratory⌉ class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of undergraduate students were examined. In addition, perception on PBL problem and the PBL classes were investigated. The results of this study were as follows: First, after the course, 'self-directed learning ability' and 'attitude toward science' of students were significantly improved (p <.05). There were significant improvements in every sub-categories except 'self-confidence as a learner' for 'self directed learning ability' and every sub-categories except 'usefulness of science' for 'attitude toward science'. Second, the students expressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the problem was difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful to learn problem solving ability. In conclusion, PBL laboratory course is effective for developing self-directed learning ability and positive attitude toward science.
- Appears in Collections:
- 사범대학 > 과학교육과 > Journal papers
- Files in This Item:
There are no files associated with this item.
- RIS (EndNote)
- XLS (Excel)
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.