Development and Implementation of Blended Problem-Based Learning Model Based on Outcome-Based Education Theory in Physical Chemistry Laboratory Course

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This study presents an innovative blended instructional model that integrates problem-based learning (PBL) and flipped classroom (FC) methodologies into the physical chemistry laboratory course at Hainan University, China. It specifically addresses the limitations of traditional instruction, such as passive learning, and insufficient individualized feedback. Grounded in outcome-based education (OBE) theory and facilitated through the “Wisdom Tree” online platform, this model aims to enhance students’ understanding of both fundamental principles and practical techniques in physical chemistry laboratory course, while simultaneously fostering their higher-order cognitive skills. Over 90% of the students reported increased essential problem-solving and analytical skills crucial for experimental work, while fostering effective teamwork ─key learning outcomes that align with contemporary priorities in chemistry education. To implement this model, we developed and introduced a series of self-designed instructional materials, including instructional videos, presentation slides, and problem sets, for implementation across three engineering disciplines at the second-year undergraduate level. The implementation process and assessment methodology are described in detail. The postintervention assessment indicated that the teaching method effectively supported students in achieving learning objectives across three key areas: instrument operation, adherence to rigorous scientific integrity, and data processing competence. However, the evaluations also highlighted that higher-order cognitive skills─specifically in teamwork and communication skills, as well as in analysis and experimental evaluation─ remained a relative weakness, necessitating further development.

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