Dilemma teaching pedagogy for students' soft skills development in chemistry using dilemma stories learning of polymer topic

Abstract

This aim of this study was to determine the impact of the use of dilemma stories to develop students' soft skills in the study of polymeric material. The research was conducted in a Natural Sciences class in 107 senior high school during the 2014-2015 school year. Polymer is relevant to students' daily lives, especially in the use of plastic, therefore, in this study, the students were introduced to issues related to plastics in the environment. The research project used a qualitative case study approach in one chemistry classroom employing multiple methods of data collection, including interviews, observations, and a reflective journal to explore students' understanding of polymer. Data analysis was conducted by exploring patterns and themes found in the data sources. Dilemmas stories related to plastics and polystyrene foam was developed to engage students in critical thinking and problem-solving skills. The project process engaged students with the stories to develop what are often termed as the soft skills of collaboration, critical and creative thinking, problem-solving, empathetic communication, and environmental caring, whilst teachers' provided support as facilitators. As the students solved the problems presented in the dilemmas stories they explored the concept of polymer applications in different contexts which helped their understanding. They realized that they have an important role to play in minimizing plastic waste within their surrounding environment. In undertaking the project, the teacher faced challenges in relating the dilemma stories to relevant chemistry concepts, and with shifting the instructional paradigm from teacher-centered to student-centered.