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"USING PROBLEM-BASED LEARNING TECHNOLOGIES IN TEACHING
CHEMISTRY"
Author
Turgunboyev Shavkatjon Shuhratjon ugli
Associate Professor (PhD) of the Department of Chemistry,
Fergana State University
Annotation:
This article explores the application of problem-based learning (PBL) technologies
in teaching chemistry. PBL is an innovative instructional strategy that emphasizes student-
centered inquiry, critical thinking, and real-world problem-solving. The article discusses how
integrating PBL into chemistry education enhances conceptual understanding, fosters
engagement, and promotes lifelong learning skills. It also presents examples of PBL tasks and
outlines the challenges and benefits associated with its implementation.
Key Words:
Problem-based learning, chemistry education, critical thinking, student engagement,
inquiry-based learning, real-world problems, active learning, teaching methods.
Modern educational approaches emphasize not only the transmission of knowledge but also the
development of skills that prepare students for real-life challenges. In this context,
problem-
based learning (PBL)
has emerged as an effective pedagogical strategy that supports deeper
learning. In chemistry education, PBL is particularly valuable because it connects abstract
chemical concepts to practical applications, encouraging students to engage in active exploration
and inquiry.
Chemistry, being both theoretical and experimental in nature, provides an ideal context for
implementing PBL. Unlike traditional lecture-based methods, PBL shifts the focus from teacher-
led instruction to student-led investigation, where learners tackle complex, real-world problems
and collaboratively seek solutions. This method supports not only subject mastery but also the
development of skills such as critical thinking, teamwork, and self-directed learning.
Problem-based learning (PBL) has gained considerable attention as a transformative approach in
science education, particularly in subjects like chemistry where understanding abstract concepts
and applying them to real-world scenarios is essential. Unlike traditional teaching methods that
often rely on passive absorption of information through lectures and textbook exercises, PBL
encourages students to take an active role in their learning by engaging with complex, authentic
problems that require investigation, analysis, and solution development. In the context of
chemistry education, this method not only makes the subject matter more relevant and
meaningful but also cultivates essential skills such as critical thinking, collaboration, and
scientific reasoning. For instance, rather than simply teaching students the chemical properties of
acids and bases, a teacher using PBL might present a scenario involving environmental pollution
in a local water source, challenging students to analyze the problem, determine the causes of pH
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
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imbalance, and propose practical solutions based on chemical principles.
Through such immersive tasks, students are encouraged to research independently, discuss their
ideas in groups, and apply theoretical knowledge in practical contexts, thereby reinforcing their
understanding and retention of core concepts. This approach mirrors the investigative nature of
scientific work and prepares students for future academic and professional challenges. Teachers
in PBL environments act as facilitators who guide student inquiry, help refine research questions,
and support collaborative learning rather than simply delivering content. One of the key
advantages of PBL is its capacity to motivate students by presenting chemistry not as a set of
disconnected facts, but as a dynamic and useful tool for solving real-life issues such as climate
change, industrial waste management, drug development, or food safety. As a result, learners
become more engaged, curious, and empowered to take ownership of their education.
Despite its numerous advantages, implementing PBL in chemistry classrooms requires
thoughtful preparation and a shift in instructional design. Teachers must invest time in
developing well-structured, open-ended problems and be prepared to manage diverse learning
paths as students explore various hypotheses and solutions. Additionally, assessment in PBL
settings can be more complex, as it must evaluate not only content mastery but also process skills
such as teamwork, communication, and problem-solving strategies. Nonetheless, many educators
have found that the long-term benefits—greater student engagement, improved academic
performance, and enhanced scientific literacy—far outweigh the initial challenges. As
educational institutions increasingly emphasize skills-based learning and interdisciplinary
competence, the integration of PBL into chemistry instruction offers a promising path toward
deeper, more effective science education.
Conclusion
In conclusion, the implementation of problem-based learning technologies in the teaching of
chemistry marks a significant shift toward a more student-centered, inquiry-based educational
paradigm. By embedding real-world problems into the learning process, PBL not only enhances
the acquisition of chemical knowledge but also strengthens students’ ability to think critically,
collaborate effectively, and solve complex challenges. It transforms the chemistry classroom into
a dynamic learning environment where theoretical concepts are applied to practical situations,
thus making learning more engaging and meaningful. Furthermore, PBL aligns well with the
principles of modern education that prioritize skill development, interdisciplinary thinking, and
lifelong learning.
While the transition from traditional teaching to PBL may pose challenges—such as increased
preparation time, the need for adaptable assessment tools, and ensuring all students are equally
engaged—the benefits are substantial. Students become active participants in their own
education, capable of asking relevant questions, conducting research, and justifying their
conclusions. As the demands of the 21st-century workforce continue to evolve, educators must
equip students not only with knowledge but with the ability to apply that knowledge creatively
and responsibly. Therefore, integrating PBL into chemistry education is not just an instructional
Volume 15 Issue 06, June 2025
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choice but a necessary step toward preparing scientifically literate, competent, and motivated
learners. Future research and teacher training programs should continue to focus on developing
effective PBL strategies and sharing best practices to ensure its successful adoption across
diverse educational settings.
References
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A Taxonomy of Problem-Based Learning Methods
. Medical
Education, 20(6), 481–486.
2. Savery, J. R., & Duffy, T. M. (1995).
Problem Based Learning: An Instructional Model and
Its Constructivist Framework
. Educational Technology, 35(5), 31–38.
3. Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011).
The Process of Problem-Based
Learning: What Works and Why
. Medical Education, 45(8), 792–806.
4. Chiu, M.-H., & Duit, R. (2011).
Learning Progression and Curriculum Implementation in
Chemistry Education: A Review of the Literature
. Studies in Science Education, 47(2), 187–216.
5. Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011).
Problem-Based
Learning: Influence on Students’ Learning in an Electrical Engineering Course
. Journal of
Engineering Education, 100(2), 253–280.
6. Prince, M., & Felder, R. (2006).
Inductive Teaching and Learning Methods: Definitions,
Comparisons, and Research Bases
. Journal of Engineering Education, 95(2), 123–138.
