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Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course

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Affective Dimensions in Chemistry Education

Abstract

This research examined the effects of a problem-based learning (PBL) chemistry laboratory course for second-year college students (N = 20) on students’ scientific attitudes with an emphasis on their creative thinking abilities. The findings were contrasted with a traditional laboratory course (N = 26) to elucidate any differences in the influence of the courses. Only female students participated in the study which was conducted in a private university for women in Korea. A 20-item Scientific Attitudes Questionnaire administered to both groups as a pretest and a posttest revealed that there were significant changes in criticism, cooperativeness, and creativity at the end of instruction only among students in the PBL course. The posttest scores of the Torrance Tests of Creative Thinking to gauge students’ creative thinking ability were significantly higher for the students in the PBL course on all three dimensions. The research suggests that PBL laboratory courses in chemistry have great potential to positively change students’ scientific attitudes towards learning chemistry and enhance their creative thinking abilities.

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Author information

Authors and Affiliations

  1. Department of Science Education, Kyungpook National University, Daegu, South Korea

    Heojeong Yoon

  2. Department of Science Education, Ewha Womans University, Seoul, South Korea

    Ae Ja Woo

  3. Science and Mathematics Education Centre, Curtin University, Perth, Australia

    David F. Treagust & A. L. Chandrasegaran

Authors
  1. Heojeong Yoon
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  2. Ae Ja Woo
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  3. David F. Treagust
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  4. A. L. Chandrasegaran
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Corresponding author

Correspondence to Heojeong Yoon .

Editor information

Editors and Affiliations

  1. Chemistry Education Division, Canakkale Onsekiz Mart Univ., Canakkale, Turkey

    Murat Kahveci

  2. Dept. of Chemistry, University of Nevada, Las Vegas, Las Vegas, Nevada, USA

    MaryKay Orgill

Appendix: Scientific Attitudes Test

Appendix: Scientific Attitudes Test

Directions to students: Please circle your most appropriate response to each statement

No.

Statements

Strongly disagree

Disagree

Not sure

Agree

Strongly agree

1

I carefully listen to other group members’ opinions even though their opinions are different from mine

1

2

3

4

5

2

After an experiment, I put the apparatus back with other members

1

2

3

4

5

3

I prefer to watch what other members do during an experiment rather than do it myself

1

2

3

4

5

4

I would like to know the reason whenever I see a new phenomenon

1

2

3

4

5

5

I usually examine the experimental results whether or not they are reasonable enough

1

2

3

4

5

6

I look for the things that I can do and voluntarily do them

1

2

3

4

5

7

I repeat an experiment without disappointment if the experimental result is different from what I expected

1

2

3

4

5

8

I am directing my efforts to invent new things

1

2

3

4

5

9

I am always curious about the reason why it is not working whenever I see something broken

1

2

3

4

5

10

I can modify (change) my opinion through discussion with other members who have different opinion from me

1

2

3

4

5

11

I always ask questions whenever I think the teacher’s explanation is incorrect

1

2

3

4

5

12

I feel I would like to help other members when they are not good at using some apparatus

1

2

3

4

5

13

Whenever I come across scientific problems, I search reference books and voluntarily try to solve the problems

1

2

3

4

5

14

During an experiment, I quit if the experimental procedure becomes complicated

1

2

3

4

5

15

I try to find a new (different) way to solve problems

1

2

3

4

5

16

I frequently ask questions like “what,” “how,” “when,” and “why”

1

2

3

4

5

17

I feel shy when my opinion is wrong

1

2

3

4

5

18

Even though others say something is correct, I propose a different opinion if the evidence is not good enough

1

2

3

4

5

19

Even though others have completed doing an experiment, I continue to do my own experiment

1

2

3

4

5

20

I try to improvise inconveniences when I use scientific apparatus

1

2

3

4

5

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Yoon, H., Woo, A.J., Treagust, D.F., Chandrasegaran, A.L. (2015). Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course. In: Kahveci, M., Orgill, M. (eds) Affective Dimensions in Chemistry Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-45085-7_11

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