Application of problem-based learning units to emphasize the implication of air pollution in environmental chemistry (NATSC11)

• Main Author: Gonzales, Jose Mari B.
• Format: text
• Published: Animo Repository 2007
• Subjects: Problem-based learning; Environmental chemistry—Study and teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/7076
• Institution: De La Salle University

In order to address the concern of how effectively guide non-science major students of De La Salle College of Saint Benilde to learn higher concepts and skills in science two PBL modules were designed and implemented to a sample class enrolled in environmental chemistry (NATSC11). The modules variedly covered the major topic on atmosphere. The sample class was divided into eight groups, with a maximum number of five members and minimum of four. The effectiveness of the PBL modules to administer conceptual and metacognitive learning was assessed through a pre- and post- true/false tests, peer and lecturer evaluation using a customized and qualitative-based rubrics and self-assessment. A comparison of the pre- and post-test results showed significant difference, and indicated that learning took place at a certain level. The rubrics scores indicated the quality of outputs produced by the groups as evaluated by their peers and the faculty-in-charge. It also gave insights on how students rate their peers based from the quantity and quality of information and presentation received. On the other hand, the self-assessment revealed the level of impact the PBL modules had on the students based from the experiences they encountered for the various activities entailed in the modules.