Wednesday, March 3 • 12:40pm - 12:55pm
Talk Session 5: Scaffolding problem-based learning in undergraduate laboratories

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Problem-based learning (PBL) advocates self-directed learning by students, needing them to generate laboratory procedure by themselves. Students in the learning phase need support, especially when they are transitioning to the inquiry-based labs such as PBL. This talk will be based on the strategies for developing scaffolds to help students carry out a meaningful laboratory investigation. Multiple scaffolding strategy should be used for a more effective outcome, and these scaffolds should be distributed across the entire task, i.e., the pre-lab, lab, and the post-lab work. The talk will include the strategies for use of a combination of soft and hard scaffolds so that the laboratory investigation in a PBL environment is accomplished as intended. Without appropriate support, the cognitively complex of the task may lead students to frustration. I will give examples of the PBL module on indigo dyeing wastewater treatment in undergraduate chemistry laboratory and the scaffolds that were introduced for this task.

avatar for Sujatha Varadarajan

Sujatha Varadarajan

Graduate Student, Tata Institute of Fundamental Research, India
I have 15 years of experience in teaching middle-school, high school and undergraduate students. My strength is pedagogy and I have had the opportunity to get trained in different pedagogical approaches to science education such as, Activity-based learning, Inquiry-based learning... Read More →

Wednesday March 3, 2021 12:40pm - 12:55pm CST