P129: Exploration of students’ views of the PBL environment [WITHDRAWN]
Appropriate learning environments have demonstrated positive cognitive and affective outcomes (Jungert &Rosander, 2010; Senay, 2010). Further, students’ views of their learning environment may have an influence on how the students approach the learning process. Therefore, science educators must strive to develop conducive environments for effective learning to take place. Problem-based learning (PBL) is one of the instructional approaches that has gained attention over time. We conducted a mixed methods study to investigate the college general chemistry laboratory students’ views of the PBL learning environment using the Problem Based Learning Environment Inventory (PBLEI) and interviews at a Midwestern university. Sample mean scores, pie charts and bar graphs were used to describe the PBLEI scores. ANOVA, t-tests, correlations, and multiple regressions were used for inferential statistics. A thematic coding approach was used to describe the qualitative interview data. Our results indicate that the students had a positive view of the PBL learning environment. Further, a positive correlation was found amongst different variables of the PBLEI instrument indicating that PBL instruction must be holistically approached. Qualitative interview data indicated that students liked PBL instruction due to its emphasis on real world applications, problem solving, student involvement, and purposefulness among others. From the positive students’ responses, we believe that PBL instructional approach should be encouraged in general chemistry laboratories.