NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1093677
Record Type: Journal
Publication Date: 2016-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0021-9584
Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments
Shultz, Ginger V.; Li, Ye
Journal of Chemical Education, v93 n3 p413-422 Mar 2016
Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate the information seeking behavior of students in a problem-based organic chemistry laboratory course, when information literacy is not explicitly taught. Discourse analysis was used to analyze student audio recordings taped during problem solving sessions in order to explore the process by which students' find and use outside sources of information during a set of problem-based learning activities. Student generated artifacts produced during problem solving were quantitatively transformed and used to evaluate the product of students' searching processes. Evidence from both aspects of the study suggests that students do not demonstrate development of information literacy skills in the absence of explicit instruction.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A