The use of problem-based learning and laboratory practicums for developing critical thinking and independent research problem-solving skills in the study of chemistry

Abstract

The article addresses the discrepancy between the high level of theoretical knowledge acquisition and the insufficient development of critical thinking and independent research problem-solving skills among students in chemical engineering programs. The aim of the study is to empirically assess the effectiveness of integrating problem-based learning and research-oriented laboratory practicums into the structure of a chemistry course for the development of these competencies. A pedagogical experiment was conducted at the Department of Inorganic Chemistry and Department of Chemical and Environmental Education over four semesters (2021- 2023) with the participation of 106 third-year students randomly assigned to an experimental (n = 52) and a control (n = 54) group with comparable initial preparation levels. In the experimental group, laboratory sessions were organized around solving open-ended problem cases requiring independent information search, experiment planning, data interpretation, and group reflection; in the control group, the traditional model of an «instructional» practicum and standard problem solving was maintained. Diagnostics included an adapted version of the Watson-Glaser critical thinking test (pre- and post-assessment), expert evaluation of research projects and laboratory reports based on several criteria (depth of interpretation, error analysis, originality of conclusions) on a 10-point scale, as well as a quantitative and qualitative analysis of students’ inquiries to the instructor. Statistical processing was carried out in SPSS using Student’s t-test, correlation, and regression analysis at a significance level of α = 0.05. It was found that in the experimental group the level of critical thinking increased from 41,3 to 70,1% (a gain of 28.8 percentage points, p 0.001), while the change in the control group was statistically insignificant (3.3 percentage points); the proportion of students independently completing a problem-based laboratory task reached 78,8% in the experimental group compared to 16,7% in the control group, and the overall quality of reports was nearly twice as high (8.27 versus 4.33 points). A strong positive correlation (r > 0.75) was identified between the level of critical thinking and the success in solving research tasks in the experimental group, indicating the systemic influence of the integrated model of problem-based learning and research practicums on the formation of a coherent structure of professional competencies in future chemists and supporting the feasibility of its broader implementation in higher chemistry education.