The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China

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The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China

Xue, Siwei; (2023) The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China. Doctoral thesis (Ph.D), UCL (University College London). Green open access

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Abstract

This thesis addresses two research gaps in the field of Problem-Based Learning (PBL) by investigating four research questions through six experiments conducted in two Chinese schools over two years and nine months. With a sample size of 2,334 students from grades 8 and 9, the study demonstrates the positive impact of PBL on learning outcomes and challenges some aspects of Cognitive Load Theory (CLT). The research also examines the effects of individual PBL elements, highlighting the benefits of collective learning and PBL’s synergistic effects. Moreover, it identifies factors such as prior knowledge, task complexity, previous PBL-like experiences, digital assistance, and pro-PBL family culture that can influence PBL’s efficacy. These findings contribute to the field of PBL research by providing empirical evidence from a non-western cultural context, examining PBL’s individual components, and identifying additional contextual factors influencing PBL efficacy. However, limitations include the generalizability of findings, measurement errors, and causality concerns. Future research should expand the scope of PBL in non-western contexts, investigate individual PBL elements and synergistic effects, measure long-term learning outcomes, and explore family-level cultural factors.

Type:	Thesis (Doctoral)
Qualification:	Ph.D
Title:	The efficacy of problem-based learning in science education and its determinants: a study in two secondary schools in China
Open access status:	An open access version is available from UCL Discovery
Language:	English
Additional information:	Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI:	https://discovery.ucl.ac.uk/id/eprint/10173757