ERIC Number: EJ1327715
Record Type: Journal
Publication Date: 2022-Feb
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Problem-Based Learning in an Introductory Inorganic Laboratory: Identifying Connections between Learner Motivation and Implementation
Wellhofer, Larissa; Luhken, Arnim
Journal of Chemical Education, v99 n2 p864-873 Feb 2022
Problem-based learning (PBL) is an acclaimed educational concept for laboratory teaching in chemistry, which significantly affects learner motivation. A central aim of PBL is to overcome educational problems with "cook-book" laboratories. For example, when students receive experimental instructions and apply the instructions similar to recipes, they do not necessarily understand what they do and why. However, research in problem-based laboratories still produces inconsistent and even contrasting results. A reason for this is the research focus; the problem-based concept and the outcome (e.g., learning results) are often investigated without considering the implementation of the problem. According to self-determination theory (SDT), it is necessary for problem-based learning to invoke a sense of autonomy, competence, and relatedness in the students to foster intrinsic learner motivation. To understand better the mechanisms and potential of PBL in enhancing intrinsic motivation, it is pivotal to investigate and identify connections to the practical implementation. This study focuses on intrinsic motivation connected to implementation. The aim was to clarify central implementation strategies for PBL concepts that enhance intrinsic learner motivation. To this end, we conducted semistructured interviews with undergraduate, nonmajor chemistry students who attended an innovative, industry-based PBL-laboratory course and analyzed them using qualitative content analysis. The results suggest central implementation factors that are interconnected and led to a novel model of the autonomous scientific process. The factors that enhance intrinsic motivation in this model are the independent acquisition of information, the design and application of the experimental procedure, the gathering of feedback through experiments, and the possibility to optimize the process. Adequate strategies must be taught to the students to enable autonomy and are exemplified in this study. The students perceived the presented industry-based problem setup as an authentic, autonomous scientific process, thus appealing to their self-perception as scientists.
Descriptors: Problem Based Learning, Introductory Courses, Inorganic Chemistry, Learning Motivation, Program Implementation, Science Laboratories, Laboratory Training, Models, Authentic Learning, Science Process Skills, Nonmajors, Undergraduate Students
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A