other · PeFprints (University of Ljubljana) · 2013
Problem-based learning in chemistry
Janc Vidic, Petra
Cited by 0Open access
Abstract
The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Cite this paper
Janc Vidic, P. (2013). Problem-based learning in chemistry. PeFprints (University of Ljubljana).
Janc Vidic, Petra. “Problem-based learning in chemistry.” PeFprints (University of Ljubljana), 2013.
Janc Vidic, Petra. 2013. “Problem-based learning in chemistry.” PeFprints (University of Ljubljana).
Janc Vidic, P. (2013) ‘Problem-based learning in chemistry’, PeFprints (University of Ljubljana).
@misc{jancvidic2013problem,
title = {{Problem-based learning in chemistry}},
author = {Janc Vidic, Petra},
journal = {PeFprints (University of Ljubljana)},
year = {2013}
}Made from the index record. Check names, capitalisation and page numbers against the paper. Need another style? AI for Research has over 10,000.