Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers

Vicente Callao Handa 1 * , Vivien M. Talisayon 2
More Detail
1 Department of Curriculum and Instruction, Reich College of Education, Appalachian State University, Boone, NC, USA
2 Division of Curriculum and Instruction, College of Education, University of Philippines, Diliman, Quezon City, PHILIPPINES
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 4, pp. 702-716. https://doi.org/10.30935/scimath/13497
Published Online: 23 July 2023, Published: 01 October 2023
OPEN ACCESS   1183 Views   759 Downloads
Download Full Text (PDF)

ABSTRACT

This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention in a nonlaboratory chemistry component of a physical science course for pre-service teachers (PSTs). It utilized a mixed-methods research using a modified quasi-experimental design followed by a detailed analysis of change in the conceptual understanding of case participants. The researcher employed mechanical and statistical matching to select 80 participants in two intact groups. The study’s findings revealed that using PPST as a mode of instruction significantly promoted ML and meaningful retention of chemistry concepts. The study generated patterns of explanation, patterns of change in the level of conceptual understanding, and patterns of regression in understanding. The study further argued that PSTs exposed to PPST experienced ML as evidenced by (1) the outcome–significant differences in performances in ML and meaningful retention tests, (2) the process–qualitative evidence of positive change in conceptual understanding, and (3) the context–use of PPST designed for PSTs to engage in a learning process meaningfully. This study called for further research on the inclusion of PPST in other nonlaboratory classes in chemistry and other science subjects, both at secondary and tertiary level.
Keywords: practical problem-solving tasks, meaningful learning, meaningful retention, teacher content knowledge, chemistry education

CITATION

Handa, V. C., & Talisayon, V. M. (2023). Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers. European Journal of Science and Mathematics Education, 11(4), 702-716. https://doi.org/10.30935/scimath/13497

REFERENCES

  • Abd-El-Khalick, F., BouJaoude,S., Duschl, R., Lederman, N., Mamlok-Naaman, R, Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118
  • Affriyenni, Y., Fitriyah, I. J., & Hamimi, E. (2023). Integrative online learning: The effectiveness of contextual problem-solving on wave and optics course. AIP Conference Proceedings, 2569(1), 060016. https://doi.org/10.1063/5.0112699
  • Anderson, R. C. (2018). Creative engagement: Embodied metaphor, the affective brain, and meaningful learning. Mind, Brain, and Education, 12(2), 72-81. https://doi.org/10.1111/mbe.12176
  • Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267. https://doi.org/10.1037/h0046669
  • Ausubel, D. P. (1961). The role of discriminality in meaningful verbal learning and retention. Journal of Educational Psychology, 2(5), 266-274. https://doi.org/10.1037/h0045701
  • Ausubel, D. P. (1962). A subsumption theory of meaningful verbal learning and retention. The Journal of General Psychology, 66(2), 213-224. https://doi.org/10.1080/00221309.1962.9711837
  • Ausubel, D. P. (1967). A cognitive-structure theory of school learning. In L. Seigel (Ed.), Instruction. Some contemporary viewpoints. Chandler Publishing Company.
  • Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart, & Winston.
  • Ausubel, D. P. (2000). The acquisition and retention of knowledge. Kluwer. https://doi.org/10.1007/978-94-015-9454-7
  • Ausubel, D. P. (2012). Reception learning and the rote-meaningful dimension. In E. Stones (Ed.), Readings in educational psychology (pp. 204-231). Routledge. https://doi.org/10.4324/9780203807385-19
  • Avena, J. S., McIntosh, B. B., Whitney, O. N., Wiens, A., & Knight, J. K. (2021). Successful problem-solving in genetics varies based on question content. CBE–Life Sciences Education, 20(4), ar51. https://doi.org/10.1187/cbe.21-01-0016
  • Baptista, M., & Martins, I. (2023). Effect of a STEM approach on students’ cognitive structures about electrical circuits. International Journal of STEM Education, 10(1), 1-21. https://doi.org/10.1186/s40594-022-00393-5
  • Berlinger, D. C. (1987). But do they understand? In V. R. Koehler (Ed.), Educator’s handbook: A research perspective. Longman.
  • Blackie, M. A. (2022). Knowledge building in chemistry education. Foundations of Chemistry, 24(1), 97-111. https://doi.org/10.1007/s10698-022-09419-w
  • Bressington, D. T., Wong, W. K., Lam, K. K. C., & Chien, W. T. (2018). Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Education Today, 60, 47-55. https://doi.org/10.1016/j.nedt.2017.09.019
  • Cavalcante, P., Newton, D., & Newton, L. (1997). The effects of various kinds of lesson on conceptual understanding in science. Research in Science and Technological Education, 5(2), 187-193. https://doi.org/10.1080/0263514970150205
  • Cavallao, A. (1996). Meaningful learning, reasoning ability, and students’ understanding and problem-solving of topics in genetics. Journal of Research in Science Teaching, 33(6), 625-656. https://doi.org/10.1002/(SICI)1098-2736(199608)33:6<625::AID-TEA3>3.0.CO;2-Q
  • Cavas, B., Cavas, P., & Yilmaz, Y. O. (2023). Problem-solving in science and technology education. In B. Akpan, B. Cavas, & T. Kennedy (Eds.), Contemporary issues in science and technology education (pp. 253-265). Springer. https://doi.org/10.1007/978-3-031-24259-5_18
  • Chauke, B., & Goosen, L. (2022). Barriers to effective teaching and meaningful learning of science in rural disadvantaged schools: Designing strategies for Mopani District, Limpopo. In J. L. Ramos, & I. M. Gomez-Barreto (Eds.), Design and measurement strategies for meaningful learning (pp. 230-249). IGI Global. https://doi.org/10.4018/978-1-7998-9128-4.ch012
  • Chi, S., Wang, Z., & Liu, X. (2023). Assessment of context-based chemistry problem-solving skills: Test design and results from ninth-grade students. Research in Science Education, 53(2), 295-318. https://doi.org/10.1007/s11165-022-10056-8
  • Chin C., & Chia, L.C. (2004). Problem-based learning: Using ill-structured problems in biology project work. Science Education, 90(1), 44-67. https://doi.org/10.1002/sce.20097
  • Crotty, M. J. (2015). The foundations of social research: Meaning and perspective in the research process. SAGE.
  • Denney, N. W., Pearce, K. A., & Palmer, A. M. (1982). A developmental study of adults’ performance on traditional and practical problem-solving tasks. Experimental Aging Research, 8(2), 115-118. https://doi.org/10.1080/03610738208258407
  • Dods, R (1997). An action research study of the effectiveness of problem-based learning in promoting acquisition and retention of knowledge. Journal for the Education of the Gifted, 20(4), 423-427. https://doi.org/10.1177/016235329702000406
  • Driscoll, M. (2000). Psychology of learning for instruction. Allyn & Bacon.
  • Duarte-Herrera, M., Montalvo Apolín, D. E., & Valdes Lozano, D. E. (2019). Dispositional strategies and meaningful learning in virtual classrooms. Revista Educación [Education Magazine], 43(2), 468-483. https://doi.org/10.15517/revedu.v43i2.34038
  • ElJishi, Z. S. (2023). Understanding how the brain relates scientific concepts and identifies misconceptions using concept maps. In Z. S. ElJishi (Ed.), New science of learning (pp. 230-245). Brill Sense. https://doi.org/10.1163/9789004540767_012
  • Ferreira, M., Olcina-Sempere, G., & Reis-Jorge, J. (2019). Teachers as cognitive mediators and promotors of meaningful learning. Revista Educación [Education Magazine], 43(2), 599-611. https://doi.org/10.15517/revedu.v43i2.37269
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Galili, I. (2022). Scientific knowledge as a culture: A paradigm of knowledge representation for the meaningful teaching and learning of science. In I. Galili (Ed.), Scientific knowledge as a culture: The pleasure of understanding (pp. 245-275). Springer. https://doi.org/10.1007/978-3-030-80201-1_6
  • Gallagher, S. (1997). Problem-based learning: Where did it go from, what does it do, and where is it going? Journal for the Education of the Gifted, 20(4), 332-362. https://doi.org/10.1177/016235329702000402
  • Galloway, K. R., & Bretz, S. L. (2015). Measuring meaningful learning in the undergraduate general chemistry and organic chemistry laboratories: A longitudinal study. Journal of Chemical Education, 92(12), 2019-2030. https://doi.org/10.1021/acs.jchemed.5b00754
  • Galloway, K. R., & Bretz, S. L. (2016). Video episodes and action cameras in the undergraduate chemistry laboratory: Eliciting student perceptions of meaningful learning. Chemistry Education Research and Practice, 17(1), 139-155. https://doi.org/10.1039/C5RP00196J
  • George-Williams, S. R., Karis, D., Ziebell, A. L., Kitson, R. R., Coppo, P., Schmid, S., Thompson, C. D., & Overton, T. L. (2019). Investigating student and staff perceptions of students’ experiences in teaching laboratories through the lens of meaningful learning. Chemistry Education Research and Practice, 20(1), 187-196. https://doi.org/10.1039/C8RP00188J
  • Gijlers, H., & Jong, T. (2005).The relation between prior knowledge and students’ collaborative discovery learning processes. Journal of Research in Science Teaching, 42(3), 264-282. https://doi.org/10.1002/tea.20056
  • Gil-Doménech, D., & Berbegal-Mirabent, J. (2020). Making the learning of mathematics meaningful: An active learning experience for business students. Innovations in Education and Teaching International, 57(4), 403-412. https://doi.org/10.1080/14703297.2020.1711797
  • Gupte, T., Watts, F. M., Schmidt-McCormack, J. A., Zaimi, I., Gere, A. R., & Shultz, G. V. (2021). Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities. Chemistry Education Research and Practice, 22(2), 396-414. https://doi.org/10.1039/D0RP00266F
  • Halloun, I. (1996). Schematic modeling for meaningful learning of physics. Journal of Research in Science Teaching, 33(9), 1019-1041. https://doi.org/10.1002/(SICI)1098-2736(199611)33:9<1019::AID-TEA4>3.0.CO;2-I
  • Hattan, C., Alexander, P. A., & Lupo, S. M. (2023). Leveraging what students know to make sense of texts: What the research says about prior knowledge activation. Review of Educational Research. https://doi.org/10.3102/00346543221148478
  • He, X., Fang, J., Cheng, H. N., Men, Q., & Li, Y. (2023). Investigating online learners’ knowledge structure patterns by concept maps: A clustering analysis approach. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11633-8
  • Head, J. O., & Sutton, C. R. (1984). Language, understanding, and commitment. In L. H. West, & A. L. Pines (Eds.), Cognitive structure and conceptual change. Academic Press.
  • Healy, V. (1989). The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts. Journal of Research in Science Teaching, 26(7), 627-644. https://doi.org/10.1002/tea.3660260707
  • Hodson, D. (1992). Assessment of practical work: Some considerations in philosophy of science. Science & Education, 1, 115-144. https://doi.org/10.1007/BF00572835
  • Imam, B. T., Olorundare, A. S., & Upahi, J. E. (2022). Effects of graphic organizers on conceptual understanding in organic chemistry. Aquademia, 6(1), ep22003. https://doi.org/10.21601/aquademia/12055
  • Jeet, G., & Pant, S. (2023). Creating joyful experiences for enhancing meaningful learning and integrating 21st century skills. International Journal of Current Science Research and Review, 6(2), 900-903. https://doi.org/10.47191/ijcsrr/V6-i2-05
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71, 66-77. https://doi.org/10.1016/j.tate.2017.12.009
  • La’Keisha, D. N. (2018). Students’ perceptions of school connectedness at a freshman academy [Doctoral dissertation, Liberty University-Lynchburg].
  • Lawson, B. E. (1995). Science teaching and the development of thinking. Wadsworth.
  • Leijon, M., Gudmundsson, P., Staaf, P., & Christersson, C. (2022). Challenge-based learning in higher education–A systematic literature review. Innovations in Education and Teaching International, 59(5), 609-618. https://doi.org/10.1080/14703297.2021.1892503
  • Li, X., Li, Y., & Wang, W. (2023). Long-lasting conceptual change in science education: The role of U-shaped pattern of argumentative dialogue in collaborative argumentation. Science & Education, 32(1), 123-168. https://doi.org/10.1007/s11191-021-00288-x
  • Ligabo, M., Silva, F. C., da SA Carvalho, A. C., Rodrigues Jr, D., & Rodrigues, R. C. (2023). Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school. Evaluation and Program Planning, 96, 102155. https://doi.org/10.1016/j.evalprogplan.2022.102155
  • Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. https://doi.org/10.1207/s15430421tip4104_4
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Monereo, C., & Perez, M. L. (1996). The incidence of note-taking on meaningful learning: A study in higher education. Infancia-y-Apredizaje [Childhood-and-Learning], 30, 65-86. https://doi.org/10.1174/02103709660560555
  • Nichols, M., & Cator, K. (2008). Challenge-based learning white paper. Apple, Inc. https://www.apple.com/ca/education/docs/NMC_CBLi_Report_Oct_2011.pdf
  • Nieme, D. (1996). Assessing conceptual understanding in mathematics: Representations, problem solutions, justifications, and explanations. Journal of Educational Research, 89(6),351-361. https://doi.org/10.1080/00220671.1996.9941339
  • Novak, J. D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10),937-949. https://doi.org/10.1002/tea.3660271003
  • Novak, J. D. (1993). How do we learn our lesson: Taking students through process. Science Teaching, 6(3), 50-55.
  • Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548-571. https://doi.org/10.1002/sce.10032
  • Okebukola, P. A. (1990). Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept‐mapping technique. Journal of Research in Science Teaching, 27(5), 493-504. https://doi.org/10.1002/tea.3660270508
  • Okebukola, P. A., & Jegede, O. J. (1988). Cognitive preferences and learning mode as determinants of meaningful learning through concept mapping. Science Education, 70(5), 849-500. https://doi.org/10.1002/sce.3730720408
  • Okukawa, H. (2008). If your learning experience is meaningful for you, how have you been constructing that meaning? A study of adult learners in Bangkok. International Forum of Teaching and Studies, 4(1) 46-61
  • Oladejo, A. I., Okebukola, P. A., Olateju, T. T., Akinola, V. O., Ebisin, A., & Dansu, T. V. (2022). In search of culturally responsive tools for meaningful learning of chemistry in Africa: We stumbled on the culturo-techno-contextual approach. Journal of Chemical Education, 99(8), 2919-2931. https://doi.org/10.1021/acs.jchemed.2c00126
  • Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., Ademola, I. A., Gbeleyi, O. A., Peter, E. O., & Ige, A. M. (2022). Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution? Research in Science & Technological Education. https://doi.org/10.1080/02635143.2022.2084060
  • Raven, S., & Wenner, J. A. (2022). Science at the center: Meaningful science learning in a preschool classroom. Journal of Research in Science Teaching, 60(30), 449-677. https://doi.org/10.1002/tea.21807
  • Rice, G., & Sianjina, R. (1995). Teaching that encourages meaningful retention. International Forum for Logotherapy: Journal of Meaning, 18(2), 83-86.
  • Rivera, L. M. V., & Pérez, I. R. Q. (2023). Preservice teachers’ meaningful science learning. Journal of College Science Teaching, 52(3), 26-31.
  • Rizaldi, D. R., & Fatimah, Z. (2023). Efforts to create an interesting and meaningful physics learning environment with a project-based learning model. AMPLITUDO: Journal of Science and Technology Innovation, 2(1), 7-13. https://doi.org/10.56566/amplitudo.v1i1.3
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Skolnik, S. (1995). Launching interest in chemistry. Educational Leadership, 53(1), 34-36.
  • Sobral, D. T. (1995). The problem-based approach as an enhancement factor on personal meaningfulness of learning. Higher Education, 29(1), 9 -101. https://doi.org/10.1007/BF01384243
  • States, N., Stone, E., & Cole, R. (2023). Creating meaningful learning opportunities through incorporating local research into chemistry classroom activities. Education Sciences, 13(2), 192. https://doi.org/10.3390/educsci13020192
  • Syifa, A., Putra, N. M. D., Darsono, T., & Rohim, A. M. (2023). Changes in students’ cognitive structure on the concept of diffraction and light interference using PhET virtual simulation. Physics Education Research Journal, 5(1), 29-34.
  • Toh, K. A. (1993). Gender and practical tasks in science. Educational Research, 35(3), 255-265. https://doi.org/10.1080/0013188930350304
  • Treagust, D. F., Won, M., & Duit, R. (2014). Paradigms in science education research. In N. Lederman, & S. Abell (Eds.), Handbook of research on science education (pp. 17-31). Routledge. https://doi.org/10.4324/9780203097267
  • Turan-Oluk, N. (2023). Pre-service chemistry teachers’ knowledge of the coordination number and the oxidation number in coordination compounds. Chemistry Education Research and Practice, 24, 234-244. https://doi.org/10.1039/D2RP00197G
  • Vergara, D., Extremera, J., Rubio, M. P., & Dávila, L. P. (2019). Meaningful learning through virtual reality learning environments: A case study in materials engineering. Applied Sciences, 9(21), 4625. https://doi.org/10.3390/app9214625
  • Wu, N., Kubo, T., Hall, A. O., Zurcher, D. M., Phadke, S., Wallace, R. L., & McNeil, A. J. (2019). Adapting meaningful learning strategies to teach liquid–liquid extractions. Journal of Chemical Education, 97(1), 80-86. https://doi.org/10.1021/acs.jchemed.9b00717
  • Zohar, A. (1996). Transfer and retention of reasoning strategies taught in biological contexts. Research in Science and Technological Education, 14(2), 205-219. https://doi.org/10.1080/0263514960140207