Several traditional chemistry lab experiences were replaced with a problem-based learning (PBL) experience in a college, general education, conceptual chemistry course.  Students worked in small groups on an authentic chemistry problem where each student played a different role (Scientist, Engineering, Marketing Manager, Safety Officer, or Secretary).  Mid-semester, the pandemic forced the course online.  Q methodology [Q] was used to determine the divergent viewpoints that existed amongst the students regarding their PBL experience. Each student provided their view by sorting related statements into a grid.  Three divergent viewpoints emerged from the analyses  Two viewpoints are positive about the PBL experience (Motivated learners and Committed to my group) and one is negative (Negative experience due to group dynamics).  Descriptions of these views and implications are discussed.

中文翻译：

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通识教育科学课程中 PBL 化学实验室的学生观点

在大学、通识教育、概念化学课程中，一些传统的化学实验室经验被基于问题的学习 (PBL) 经验所取代。学生以小组的形式研究一个真正的化学问题，每个学生扮演不同的角色（科学家、工程、营销经理、安全官或秘书）。期中，大流行迫使课程在线上进行。Q 方法 [Q] 用于确定学生之间存在的关于他们的 PBL 经验的不同观点。每个学生通过将相关陈述分类到网格中来提供他们的观点。分析中出现了三种不同的观点 两种观点对 PBL 体验是积极的（积极进取的学习者和对我的小组的承诺），一种是消极的（由于小组动态而产生的消极体验）。