Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers

This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention a nonlaboratory chemistry component physical science course for pre-service teachers (PSTs). It utilized mixed-methods research using modified quasi-experimental design followed by detailed analysis change conceptual understanding case participants. The researcher employed mechanical statistical matching to select 80 participants two intact groups. study’s findings revealed that PPST as mode instruction significantly promoted ML concepts. generated patterns explanation, level understanding, regression understanding. further argued PSTs exposed experienced evidenced (1) outcome–significant differences performances tests, (2) process–qualitative evidence positive (3) context–use designed engage process meaningfully. called on inclusion other classes subjects, both at secondary tertiary level.