Using Problem-Based Learning to Improve Students Critical Thinking Skills to Deal Hoax Information in Chemistry

Fadiawati, Noor; Diawati, Chansyanah; Syamsuri, M. Mahfudz Fauzi

doi:10.52571/ptq.v17.n35.2020.12_fadiawati_pgs_120_134.pdf

Cited by 2 publications

(1 citation statement)

References 18 publications

(22 reference statements)

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“…The expectation of STEM knowledge was met during this experiment. For example, two novel materials (PBPC and POPC) were developed, water treatment was successfully conducted to reduce the turbidity in water, and mathematical regression analysis was used to present the findings [44,45]. Inquiry-embedded PBL has great potential to enhance students' critical thinking skills using water treatment activities in particular.…”

Section: Discussionmentioning

confidence: 99%

Harnessing Project-Based Learning to Enhance STEM Students’ Critical Thinking Skills Using Water Treatment Activity

2022

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Water treatment processes are designed to ensure that any pollutant’s adverse effects on the environment are reduced to the minimum allowable discharge limit. Water-literate individuals ought to effectively and constantly think about novel hydrologic concepts to improve the quality and sufficiency of water. Socio-hydrological issues remain the main source of water pollution and insufficiency in society. Therefore, effective water management and treatment require societal understanding. The complexity of water issues requires equipping STEM education students with the necessary knowledge to acquire water solution reasoning skills. However, STEM students need meaningful challenges with everyday connections to capture their interest to apply intuitive understanding in project-based learning. Water-related issues such as high turbidity are ubiquitous problems facing communities. This study specifically explored how project-based learning can be harnessed to enhance STEM students’ critical thinking skills using water treatment activities. The water treatment activity involved the development of novel products using agricultural wastes for efficient water treatment. The social issues associated with agricultural wastes, especially orange and banana peels in the environment, are too obvious to be overlooked; hence, they were chosen as base materials to develop water treatment products. The study adopted an action research design and involved 12 purposively selected third-year Bachelor of Science students majoring in Chemistry at a South African university. The students were divided into two groups consisting of six participants. The researchers implemented team teaching and invoked students’ knowledge of Earth Science, Physics, Chemistry, and Technology to develop and implement laboratory experimental activities and class-based lesson plans. The empirical investigation was underpinned by the Five Steps of Project-Based Learning as the underlying theoretical framework. The chemistry of the processed peels such as particle size and functional groups provided insight into the mechanism responsible for water turbidity reduction. Laboratory experimental results revealed that the turbidity reduction obtained from the use of processed banana peels was higher than the processed orange peels coagulant. However, the performance of both coagulants in turbidity reduction complied with the South African National Standard (SANS241) for drinking water quality.

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Section: Discussionmentioning

confidence: 99%

Harnessing Project-Based Learning to Enhance STEM Students’ Critical Thinking Skills Using Water Treatment Activity

2022

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Developing Critical Thinking in Science for Pre-Service Elementary School Teachers

NAKAYAMA,

YAMANAKA,

FURUISHI

et al. 2024

Journal of Research in Science Education

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Critical thinking is an important way of thinking that should be taught in school and fostered throughout all levels of education, but it has been pointed out that critical thinking is not sufficiently developed in the science teaching methods learned by university students who aspire to teach elementary school. In this study, we devised and implemented a teaching method to cultivate critical thinking in science among university students who wish to become elementary school teachers. Specifically, we used a teaching method developed by Nakayama and Kinoshita (2022). After clearly explaining critical thinking in science, we had the students conduct problem-solving learning activities three times, utilizing the "CT (Critical Thinking) Application Sheet," which describes critical thinking methods, while having them self-evaluate their own thinking. After analyzing the results of the responses to the questionnaire before and after the class and the descriptions on the "CT Application Sheet" used during the class, it became clear that this instructional method was effective in cultivating critical thinking skills such as "reflective thinking" and "sound skepticism".

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Using Problem-Based Learning to Improve Students Critical Thinking Skills to Deal Hoax Information in Chemistry

Cited by 2 publications

References 18 publications

Harnessing Project-Based Learning to Enhance STEM Students’ Critical Thinking Skills Using Water Treatment Activity

Harnessing Project-Based Learning to Enhance STEM Students’ Critical Thinking Skills Using Water Treatment Activity

Developing Critical Thinking in Science for Pre-Service Elementary School Teachers

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