The Effects of a Problem Based Learning Approach on Higher Level Thinking
Skills in Primary Science Education
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Problem based learning (PBL) aims specifically at improving problem solving and
comprehension skills. This approach introduces students to the various problems that they
will likely encounter in real life, as well as the principles of how to solve those problems. PBL
enables learners to develop a high level of understanding about any subject by solving the
problems related to the subjects (Copland, 2000, p. 535). Furthermore, PBL has been shown
to improve the analytical, synthetical, and lifelong learning skills of students (Harland, 2002).
PBL motivates students to define the problem, search for concepts that will help to
solve the problem, and practice cooperative learning. It improves communication skills, and
generates an influential classroom learning process that uses real-life problems (Duch et al.,
2001). PBL requires learners to work with a group or a team, copes with different situations,
and improves self-learning and self-evaluation skills, as well as it motivates them to practice
these skills (Woods, 1996). Lehtinen (2002) identifies the steps required to implement PBL as
follows: a) clarifying concepts; b) defining the problem and listing the concepts which need
to be learned; c) brainstorming; d) classifying systematically; e) formulating learning
objectives; f) learning from lectures and self-study; g) clearing up; and h) reporting.
Compared to traditional teaching methods, PBL has been shown to be more effective
in increasing students’ academic achievement, as well as allowing them to work in groups
and construct their knowledge through social negotiation (Goodnough, 2003; Polanco et al.,
2004; Sungur et al., 2006). Therefore, PBL is highly appropriate for realizing the aims of
science education. In this sense, PBL may also be an effective way to promote science
learning, which is highly related to real life and requires students to possess high a level of
critical thinking skills. In fact, many science educators have already investigated the effects
of PBL in science education (Treagust & Peterson, 1998; Greenwald, 2000; Şenocak, 2005).
The purpose of the present study is to investigate the effectiveness of PBL in 6th
grade students’ higher order thinking skills, such as comprehension, problem solving, and
science process skills.
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Abstract (Original Language):
Bu çalışma, İlköğretim Fen eğitiminde probleme dayalı öğrenme yaklaşımının öğrencilerin üst düzey düşünme becerilerine etkisini incelemek amacıyla yapılmıştır. Araştırma, 2005-2006 öğretim yılının II. yarıyılında Konya ili, merkez Selçuklu ilçesi, Adnan Hadiye Sürmegöz İlköğretim Okulu’nda, 6. sınıf öğrencileri üzerinde gerçekleştirilmiştir. Araştırma, gerçek deneme modellerinden ön test-son test kontrol gruplu modele göre düzenlenmiştir. Bir sınıfta probleme dayalı öğrenme yaklaşımı, diğer sınıfta ise geleneksel öğretim yöntemleri uygulanmıştır. Ölçme aracı olarak, Fen Bilgisi Dersi “Yaşamımızı Yönlendiren Elektrik” ünitesi “Durgun Elektrik” bölümünün hedef davranışlarına göre hazırlanmış başarı testi kullanılmıştır. Bu ölçme aracı deney ve kontrol gruplarına ön test ve son test olarak uygulanmıştır. Veri analizi olarak t-testi kullanılmıştır. Araştırma sonucunda; probleme dayalı öğrenme yaklaşımının öğrencilerin başarılarını artırdığı sonucuna varılmıştır.
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