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Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter.

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Title: Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter.
Authors: Sebatana, Motlhale Judicial1 (AUTHOR), Dudu, Washington Takawira2 (AUTHOR) Washington.Dudu@nwu.ac.za
Source: International Journal of Science & Mathematics Education. Jun2022, Vol. 20 Issue 5, p963-980. 18p.
Subject Terms: *Problem-based learning, *Teacher development, *Critical thinking, *Science teachers, Matter
Geographic Terms: South Africa
Abstract: In this qualitative study, the researchers explored the ways in which 21st-century skills (specifically communication and critical thinking) are enhanced by Grade 10 beginner Physical Sciences teachers while teaching Particulate Nature of Matter (PNM) through the implementation of problem-based learning (PBL). The study was conducted in one of the four educational districts of the North West province, South Africa. The district was selected due to its geographical proximity and accessibility to the researchers. Two participants were purposively selected from two rural government secondary schools. Research instruments for the study comprised an open-ended questionnaire and a reflective portfolio. The data were analyzed manually using Saldaña's model and Smith et al.'s assessment rubric. The findings show that PBL enhances communication and critical thinking skills. It is recommended that a teacher professional development (TPD) training program be presented for beginner Physical Sciences teachers which targets the formulation of PBL problems, the promotion of 21st-century skills (communication and critical thinking), and the implementation of PBL in other topics in Chemistry. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Reality or Mirage: Enhancing 21st-Century Skills Through Problem-Based Learning While Teaching Particulate Nature of Matter.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Jun2022, Vol. 20 Issue 5, p963-980. 18p.
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  Data: In this qualitative study, the researchers explored the ways in which 21st-century skills (specifically communication and critical thinking) are enhanced by Grade 10 beginner Physical Sciences teachers while teaching Particulate Nature of Matter (PNM) through the implementation of problem-based learning (PBL). The study was conducted in one of the four educational districts of the North West province, South Africa. The district was selected due to its geographical proximity and accessibility to the researchers. Two participants were purposively selected from two rural government secondary schools. Research instruments for the study comprised an open-ended questionnaire and a reflective portfolio. The data were analyzed manually using Saldaña's model and Smith et al.'s assessment rubric. The findings show that PBL enhances communication and critical thinking skills. It is recommended that a teacher professional development (TPD) training program be presented for beginner Physical Sciences teachers which targets the formulation of PBL problems, the promotion of 21st-century skills (communication and critical thinking), and the implementation of PBL in other topics in Chemistry. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-021-10206-w
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              Text: Jun2022
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