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A Problem-Based Learning Electrochemistry Course for Undergraduate Students to Develop Complex Thinking

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Pubblicato in:Education Sciences vol. 15, no. 3 (2025), p. 320
Autore principale: Ramos-Mejía, Aurora
Altri autori: Padilla, Kira
Pubblicazione:
MDPI AG
Soggetti:
Problem solving
Collaboration
Cognitive ability
Inquiry method
Cognition & reasoning
Skills
Classrooms
Physical chemistry
Textbooks
Sustainable development
Knowledge
Critical thinking
Problem based learning
College students
Learning Activities
Basic Skills
Undergraduate Students
Student Centered Curriculum
Science Education
Self Efficacy
Influence of Technology
Conventional Instruction
Active Learning
Chemistry
Transformative Learning
Thinking Skills
Evaluative Thinking
Science Materials
Student Projects
Outcomes of Education
Mathematical Models
Scientific Principles
Inquiry
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Abstract:This paper presents a Problem-Based Learning (PBL) electrochemistry course contextualized within a real-world problem of wastewater treatment, designed to enhance students’ subject matter knowledge. The sample was a group of chemistry and chemical engineering undergraduate students who were taking an electrochemical course. The research outlines various activities and analyzes five cases of team learning outcomes using Atlas.ti(TM) 22 software. The analysis identifies and describes eight categories of scientific knowledge and practices derived from student reports. The results are represented using a Sankey diagram to show the complexity of students’ thinking after solving their problem. The findings indicate significant progress in students’ conceptual understanding of electrochemistry, the development of complex thinking, and the recognition of its relevance in solving everyday problems.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15030320
Fonte:Education Database