Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory

Varadarajan, Sujatha; Ladage, Savita

doi:10.1039/d1rp00180a

Cited by 10 publications

(18 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It was observed that the students’ groups were able to arrive at the EDs with the help of the scaffolds. A detailed study on the role of all the scaffolds is presented in another paper by the same authors . Our analysis suggests that these scaffolds served the dual purpose of (a) helping students in formulating the ED of the complex PBL task and (b) practicing science skills.…”

Section: Discussionsupporting

confidence: 86%

“…A rubric assessed the EDs for inclusion of parameters of analysis and treatment method, logical sequencing of the steps, the inclusion of concentration of chemicals, and tools of measurement for a maximum score of 28…”

Section: Methodsmentioning

confidence: 93%

“…A rubric 24 assessed the EDs for inclusion of parameters of analysis and treatment method, logical sequencing of the steps, the inclusion of concentration of chemicals, and tools of measurement for a maximum score of 28 Two external evaluators analyzed the audio transcript for students' engagement with argumentation and construction of explanation indicated by (a) seeking clarification of ideas, (b) seeking an explanation for the stated plan, (c) acknowledging doubt/flaw, and (d) agreement/disagreement.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Introducing Incremental Levels of Inquiry in an Undergraduate Chemistry Laboratory: A Case Study on a Short Lab Course

Varadarajan

Ladage

2022

J. Chem. Educ.

Self Cite

View full text Add to dashboard Cite

The chemistry laboratory is an impactful platform for introducing inquiry and developing science practice skills. We designed a short lab course to introduce incremental levels of inquiry, also to interconnect and integrate different domains of chemistry. Indigo dye was the central theme of this short course wherein students synthesized indigo, dyed the yarns, analyzed the generated wastewater, and, finally, devised a treatment plan. This article describes the implementation of this short course as an explorative case study with 12 first-year undergraduate participants (4 small groups). Our study aimed to understand how science practice skills could be developed through the incremental approach to inquiry levels. The lab task sheet, lab reports, and transcripts of the group discussion were used as the data for qualitative analysis. Additionally, responses in the questionnaire were analyzed to understand students' perceptions and their experiences in this course. The results indicate that introducing inquiry at an incremental level is a promising approach to help students develop science practice skills. The first two experiments helped students to learn to formulate a hypothesis. The third and fourth experiments helped students to learn to design experiments. The quality of the hypothesis and explanation offered for observations enhanced with the progress of the course. The lab report pointers helped students to communicate their results systematically and helped to establish a connection between the hypothesis, data, and explanations, favoring the engagement with science practice skills.

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Methodsmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Introducing Incremental Levels of Inquiry in an Undergraduate Chemistry Laboratory: A Case Study on a Short Lab Course

Varadarajan

Ladage

2022

J. Chem. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…They discuss the problem with the group that has been created. The students can play an active, critical thinking and can exchange ideas in solving problems (Khumsikiew et al, 2015;Varadarajan & Ladage, 2022).…”

Section: Students' Results On a Limited Trialmentioning

confidence: 99%

Modeling Analysis, Findings, Development, Organizing the Material and Learning for Students in Islamic Boarding Schools

Apdoludin

Martinisyamin²

2022

Jurn. Pend. Islam

View full text Add to dashboard Cite

This study aims to determine the effect of a learning model called AFDOL (Analyzing, Finding, Developing, Organizing, and Learning (AFDOL) to increase students' critical thinking skills to find and gain new knowledge in learning Islamic traditional book at pesantren. This research is an R&D. It was carried out in class XII at pesantren in Jambi City. Two parallel classes were used, one class serving as the control group and one class as the experimental group. The result shows that AFDOL learning model can further improve students' critical thinking skills compared to conventional learning models. The learning model can improve students’ critical thinking skills to find new knowledge in learning Islamic traditional books. It enables teachers to deliver a more systematic learning process to improve students' understanding and critical thinking skills in learning Islamic traditional books.

show abstract

“…Vygotsky's contribution to our understanding of the learning process is best visualized by his Zone of Proximal Development, which is the space between what a student is already capable of doing independently and what that student could be capable of with help. Instructors provide the scaffolding, or support structures, which help the learner's development between those two spaces (Cole et al, 1978;Varadarajan & Ladage, 2022). The role of the instructor is to help the learner gain knowledge that will lead them through the Zone of Proximal Development to the next level of development (Smagorinsky, 2018).…”

Section: Piaget and Vygotskymentioning

confidence: 99%

Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking

Vaux

Moore

Nordhues³

2022

IJTE

View full text Add to dashboard Cite

This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl’s revision of Bloom’s Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.

show abstract

Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory

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...

Cited by 10 publications

References 33 publications

Introducing Incremental Levels of Inquiry in an Undergraduate Chemistry Laboratory: A Case Study on a Short Lab Course

Introducing Incremental Levels of Inquiry in an Undergraduate Chemistry Laboratory: A Case Study on a Short Lab Course

Modeling Analysis, Findings, Development, Organizing the Material and Learning for Students in Islamic Boarding Schools

Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking

Contact Info

Product

Resources

About