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A study of problem-based learning in a secondary three biology class
Author
Chia, Li Gek
Supervisor
Chin, Christine
Abstract
The purpose of this study was to investigate a class of 39 Secondary three students' involvement in an 18-week biology project work on the topic "Nutrition", through the use of problem-based learning (PBL). The focus was on the sources of inspiration for the students' questions and problems, the types of questions that the students asked individually and collaboratively, how these questions influenced and guided the process of inquiry, how the students found the PBL approach in project work, and the problems that they encountered.
Nine working groups were guided through five stages of implementation adapted from Sharan and Sharan (1989). The processes of problem finding and problem solving were largely driven by the students' questions that were recorded on Need-to-Know worksheets. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students engaged in group planning and investigations, and student interviews.
The findings showed that sources of inspiration stemmed mainly from cultural beliefs/ old wives' tales, wonderment about media-propagated information, curiosity arising from personal or family members' encounters, and from issues covered in the school curriculum. Questions raised individually stemmed mainly from students' personal experiences, the need to acquire basic information or to address misconceptions, and from observing people in daily life. The types of questions that the students asked collaboratively could be classified into four categories: basic information-gathering questions, extension questions, bridging questions and reflective questions.
The students generally enjoyed the PBL. In particular, they liked the freedom they had in choosing their own topics and the way the project work was student-directed instead of teacher-directed. Capitalising on their autonomy, the students brought learning beyond the classroom to places of special interest. They went beyond acquiring knowledge from the books and Internet, to learning from first-hand encounters with people about issues that they were researching on.
Problems the students encountered during PBL included difficulties in group dynamics, the narrow scope of the topic, the lack of ownership of the topic, a lack of sufficient time, students' lack of focus and their off-task behaviour, and people who were unhelpful in providing information to the students. Problems pertaining to students' inquiry methods included difficulties in researching from the Internet and in conducting field visits and interviews. These findings are potentially useful in the implementation of PBL project work in Singaporean classrooms.
Nine working groups were guided through five stages of implementation adapted from Sharan and Sharan (1989). The processes of problem finding and problem solving were largely driven by the students' questions that were recorded on Need-to-Know worksheets. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students engaged in group planning and investigations, and student interviews.
The findings showed that sources of inspiration stemmed mainly from cultural beliefs/ old wives' tales, wonderment about media-propagated information, curiosity arising from personal or family members' encounters, and from issues covered in the school curriculum. Questions raised individually stemmed mainly from students' personal experiences, the need to acquire basic information or to address misconceptions, and from observing people in daily life. The types of questions that the students asked collaboratively could be classified into four categories: basic information-gathering questions, extension questions, bridging questions and reflective questions.
The students generally enjoyed the PBL. In particular, they liked the freedom they had in choosing their own topics and the way the project work was student-directed instead of teacher-directed. Capitalising on their autonomy, the students brought learning beyond the classroom to places of special interest. They went beyond acquiring knowledge from the books and Internet, to learning from first-hand encounters with people about issues that they were researching on.
Problems the students encountered during PBL included difficulties in group dynamics, the narrow scope of the topic, the lack of ownership of the topic, a lack of sufficient time, students' lack of focus and their off-task behaviour, and people who were unhelpful in providing information to the students. Problems pertaining to students' inquiry methods included difficulties in researching from the Internet and in conducting field visits and interviews. These findings are potentially useful in the implementation of PBL project work in Singaporean classrooms.
Date Issued
2002
Call Number
QH320.S55 Chi
Date Submitted
2002