Evaluate Students’ Collaborative Problem-Solving Skills Through an Experiential Approach to Teach Non-metals (A Case Study in High School of Education Sciences and Viet Duc High School in Hanoi, Vietnam)

Vu Phuong Lien^1, , Tran Thi Van Trang¹ and Tran Trung Ninh²

¹VNU – University of Education, Hanoi, Vietnam

²Ha Noi National University of Education

Cite this paper

Vu Phuong Lien, Tran Thi Van Trang and Tran Trung Ninh. Evaluate Students’ Collaborative Problem-Solving Skills Through an Experiential Approach to Teach Non-metals (A Case Study in High School of Education Sciences and Viet Duc High School in Hanoi, Vietnam). World Journal of Chemical Education. 2018; 6(4):190-199. doi: 10.12691/WJCE-6-4-6

Abstract

Experiential learning aims to enable students to make use of learning tools and materials, and apply their previous understanding to deductive reasoning process to discover new knowledge and solve learning problems. This type of learning also enhances the collaboration among students in their learning tasks so as to develop students’ collaborative problem solving. Based on the research of the structure of CPS of high school students by Patrick Griffin & Esther Care (2015) and Kolb’s (1984) experiential learning cycle, research group proposes the assessment toolkit, theme building process, and teaching process in teaching properties of nonmetals to develop students’ CPS through experiential learning. In order to examine the efficiency of the proposed processes, researchers apply the toolkit and processes to teach two lessons to 50 students in high school of education science. The results illustrate positive changes in students’ CPS after two lessons, which suggests high level of reliability of the toolkit and proposed processes.

Keywords

collaborative problem-solving, experiential learning, teaching non-metals.

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

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