The effects of problem-based learning on students' achievements in primary school chemistry

Abstract

Problem-based learning applies cognitive and constructivist theories by connecting prior knowledge with new information. While widely accepted in higher education, PBL shows positive results in primary chemistry education. This study examined PBL effects on 8th-grade students learning chemical compounds using pretest-posttest design with control and experimental groups. Control group received traditional teacher-centered instruction; experimental group used specially designed PBL materials. Results demonstrated: (1) significant improvement of students' achievements in EG, (2) these students are not used to this teaching method so they encountered certain difficulties, (3) overall interest and engagement in chemistry lessons has increased.