Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

Abstract

While most scientists agree that laboratory work is an important part of introductory science courses, there is scant evidence for the relationship between laboratory work and student learning, particularly at the college level. This work reports the quantitative component of a mixed-methods study of the effect of cooperative problem-based laboratory instruction on problem-solving ability and regulatory metacognitive activity. For this purpose, a previously reported assessment, IMMEX, was used. Mixed-methods evidence suggests that students in such an environment showed improved problem-solving skills and strategies, and showed increased regulation of metacognitive skills, despite a lack of explicit instruction. This work puts forth the proposal that providing an environment that is conducive to social interaction and reflection allows students to develop these desirable skills.

Building The Character of Pre-Service Teachers through The Learning Model of Problem-Based Analytical Chemistry Lab Work

“…In the problem orientation, students in groups will be given open-ended problems that would encourage students' curiosity and motivate them to be able to solve problems (Urena et al, 2012). According to Tan (2003), evidences recommended that problem-based learning could improve students in constructing knowledge and reasoning ability compared with the traditional teaching approach.…”

“…These problems could trigger students to be involved actively in group discussion to find and determine the best problem solving for the groups. This learning required students to use their intelligence to decide real issues started with defining problems, collecting useful information, restating problems, producing alternatives, suggesting solutions, and determining recommendation (Urena et al, 2012). Besides that, these problems could also train students to solve contextual problems so that they had experience in solving problems that they faced in their real lives.…”

“…The verification of lab work manual with gradually specific directions does not invite students to solve problems, therefore, the students' abilities to actually obtain some facts, as well as concepts of their own findings cannot be realized (Urena et al, 2012;Adani, 2006;Jalil, 2006;Haryani, 2011). Besides that, verification of working procedures in the lab work manual are also less giving opportunities for students to process information thoroughly, and students' main concern is only how to finish lab work assignments and report making (Hicks & Bevsek, 2012;McDonnell et al, 2007;Cooper & Urena, 2008).…”

“…To overcome this moral crisis, problem solving as one of high level thinking skills is necessary to be trained through well-planned learning. Problem-based lab work learning model is highly assumed to be able to give good learning environment to improve problem solving skills (Haryani, 2011;Urena et al, 2012;Ferreira & Trud, 2012).…”

Successfully navigating the early years of a faculty position

“…The growing body of research on how people learn and how to create classroom and laboratory environments that facilitate student learning consistently shows that passive forms of learning (e.g., lecturing and cookbook laboratory experiences) are less effective at promoting student learning than active forms of learning (e.g., students work collaboratively on questions in class and are given open-ended problems to investigate in the laboratory) [2][3][4][5][6][7][8][9][10][11]. However, the role of the instructor and nature of the exercise is important in influencing the success of active learning.…”