ERIC Number: EJ1017769
Record Type: Journal
Publication Date: 2013-Jun-10
Abstractor: As Provided
Reference Count: 14
A Problem Based Learning (PBL) Application for the Teaching of Mathematics and Chemistry in Higher Schools and Tertiary Education: An Integrative Approach
Fatokun, J. O.; Fatokun, K. V. F.
Educational Research and Reviews, v8 n11 p663-667 Jun 2013
In this paper, we present the concept of problem-based learning as a tool for learning Mathematics and Chemistry, and in fact, all sciences, using life situations or simulated scenario. The methodology involves some level of brain storming. Here, active learning takes place and knowledge gained by students either way through a collaborative learning situation becomes personalized within the group. This underscores the need for the integration of the curricular of some basic concepts in Mathematics and the sciences in general from the school level; thus it makes it easier for students in the tertiary educational level to learn higher and applicable concepts. Three cases were discussed involving PBL namely: Graphical interpretation of experimental readings in a Chemistry/science laboratory as it enhances or makes use of basic mathematical knowledge, calculus in Chemistry and lastly, the integration of curricular for Mathematics and the basic sciences at higher secondary and lower university levels. Problem-based learning method then becomes an enviable tool which can be used in teaching both Mathematics and Chemistry at the secondary and tertiary levels.
Descriptors: Problem Based Learning, Mathematics Instruction, Science Instruction, Chemistry, College Mathematics, College Science, Secondary School Mathematics, Secondary School Science, Cooperative Learning, Active Learning, Calculus, Graphs, Integrated Curriculum
Academic Journals. e-mail: firstname.lastname@example.org; e-mail: email@example.com; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Authoring Institution: N/A