The effect of problem-based learning on undergraduate students' learning about solutions and their physical properties and scientific processing skills

Tosun, Cemal; Taşkesenligil, Yavuz

doi:10.1039/c2rp20060k

Cited by 56 publications

(56 citation statements)

References 22 publications

(35 reference statements)

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“…The results of the analysis that show the superiority of PBL in improving students' biology concept understanding are in line with some previous studies (Kan 'an & Osman, 2016;Rubiah, 2016). Such findings are not only reported in biology subjects, but in other science subjects (Aidoo, Ofori, Boateng, & Kissi, 2016;Aydin, 2014;Shishigu, Hailu, & Anibo, 2018;Tosun & Taskesenligil, 2013). PBL implementation has the positive impact due to it provides students with the opportunity to solve authentic problems through discussion (Yew & Goh, 2016).…”

Section: Resultsmentioning

confidence: 82%

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

Suhirman

Yusuf

2019

JPBI

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Environmental conservation understanding is one of the crucial factors which determines student attitudes and behavior towards the environment. This study aimed to investigate the effects of problem-based learning and naturalist intelligence on the students' understanding of environmental conservation. This experimental research was conducted at Madrasah Aliyah Negeri (MAN) 1 Praya which employed factorial design. The first factor was the levels of naturalist intelligence (high and low) and the second factor was learning forms (problem-based and expository learning). Two groups were randomly selected from X-MIPA graders of MAN 1 Praya. The data were collected through tests which then were analyzed using ANOVA at 0.05 significance level. The results of the study indicated that problem-based learning affected the students' understanding of environmental conservation, while naturalist intelligence did not affect it. Furthermore, there were no interaction between these two factors.

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Section: Resultsmentioning

confidence: 82%

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

Suhirman

Yusuf

2019

JPBI

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“…inquiry-based (e.g Yang & Li, 2009;Sampson & Walker, 2012),. Oliver-Hoyo, Allen, Hunt,Hutson, & Pitts, 2004; Bruck, Bruck, & Phelps, 2010), problem-based learning (e.g Senocak, Taskesenligil, Sozbilir, 2007;Tosun & Taskesenligil, 2013). Oliver-Hoyo, Allen, Hunt,Hutson, & Pitts, 2004; Bruck, Bruck, & Phelps, 2010), problem-based learning (e.g Senocak, Taskesenligil, Sozbilir, 2007;Tosun & Taskesenligil, 2013).…”

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confidence: 99%

Chemistry education research trends: 2004–2013

Teo

Goh

Yeo

2014

Chem. Educ. Res. Pract.

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“…It shows that there is a correlation between affective and cognitive aspects. Currently, the assessment of cognitive and affective aspects was done separately (Saribaz & Bayram, 2009;Tosun & Taskesenligil, 2013;Keil, Haney & Zoffel, 2009). Thus, an integrated instrument needs to be developed that aim to assess critical thinking and chemical literacy in a single test only.…”

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confidence: 99%

Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium

Sadhu¹,

Laksono²

2018

INT J INSTRUCTION

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Although the development of critical thinking and chemical literacy is a major goal of science education, the adequate emphasis has not been given to the measurement of both skills. This study reports the development and validation of an integrated assessment instrument to measure students' critical thinking skill and chemical literacy together in chemical equilibrium. The development of the framework in this study was implemented based on 4-D model. The stage of development begins with define, design, develop, and disseminate. The initial integrated assessment consisted of 37 open-ended two-tier multiple-choice question items. The preliminary version of the integrated assessment was initially piloted on review with experts and the paper-pencil test was administered to a group of students. The data were analyzed using Item Response Theory (IRT). Analysis factor was involved to find out the construct validity and strengthen the finding of content validity with the experts. In additionally, PCM 1-PL model was conducted to examine the quality of parameter estimates of the test items. The findings of the content validity, construct validity and quality of the items, overall suggest that the integrated assessment has relatively high validity and reliability and can be used for measuring the 13 integrated skills can be measured in chemical equilibrium.Keywords: content validity, construct validity, integrated assessment, critical thinking, chemical literacy, chemical equilibrium, item response theory (IRT) INTRODUCTIONAdvances in the field of science and technology have greatly improved the quality of various fields such as communication, health, agriculture, educational environment, and lifestyle. However, rapid changes in science and technology also come at a cost for future generations will face even more challenging decisions than the current one 558 Development and Validation of an Integrated Assessment for …International Journal of Instruction, July 2018 • Vol.11, No.3 (Alghafri & Bin Ismail, 2014Akgun & Duruk, 2016;Mapaella & Siew, 2015). Changes, challenges, and the fast flow of knowledge caused a shift in the focus of education institutions from developing theoretical knowledge to developing thinking ability or skill, e.g. critical thinking is widely claimed as a primary goal of science education. Consequently, practicing critical thinking skills is growing more important as students need to adjust to such change by actively and skillfully identifying problem, reconstructing arguments, evaluating arguments, determining solution, and drawing conclusion which will result in individuals capable to think critically (Alghafri & Bin Ismail, 2014;Akgun & Duruk, 2016).A good education is the one that not only prepares its students to continue their study to a higher level, but also to solve challenges and problems its students face in everyday life or workplace. These challenges and problems are the ones that need critical thinking skill to solve. Research has found that Indonesia placed in 4 th from the bottom at ...

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The effect of problem-based learning on undergraduate students' learning about solutions and their physical properties and scientific processing skills

Cited by 56 publications

References 22 publications

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

The effect of problem-based learning and naturalist intelligence on students' understanding of environmental conservation

Chemistry education research trends: 2004–2013

Development and Validation of an Integrated Assessment for Measuring Critical Thinking and Chemical Literacy in Chemical Equilibrium

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