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Probleme Dayalı Öğrenme Yönteminin Üniversite Öğrencilerinin Kimya Dersine Karşı Motivasyonlarına ve Bilimsel Süreç Beceri Düzeylerine Etkisi

The Effect of Problem-Based Learning on Undergraduate Students’ Motivation to the General Chemistry Course and Scientific Process Skill Levels

Journal Name:

  • Mersin Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study aims to reveal the effects of Problem-Based Learning (PBL) on the students’ motivation to the general chemistry course and scientific process skill levels. Also, students’ perceptions of problem-based learning environment are examined. The study is carried out with one group pre-test post-test experimental design. The findings of the study are obtained through quantitative approaches. The sample group of the study is 46 first-year undergraduate students enrolled to the General Chemistry Course at the Department of Primary School Science Teacher. The implementation is carried out for 40 class hours in the spring semester of 2012-2013 academic years. Quantitative data are obtained through “Scientific Process Skills Test”, “Chemistry Motivation Scale-II” and “Problem-based Learning Environment Inventory”. Dependent paired-sample t-test was used to compare pre and post-test. The findings of the study reveal that there is no statistically significant difference between students’ scientific process skill levels according to pre and post test results. In addition, the test results show that there is a statistically significant difference between students’ motivation to the general chemistry course.
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Abstract (Original Language): 
Bu çalışmanın amacı, Probleme Dayalı Öğrenme (PDÖ) yönteminin üniversite öğrencilerinin genel kimya dersine karşı motivasyonlarına ve bilimsel süreç beceri düzeylerine etkisini ortaya koymaktır. Ayrıca, çalışmada öğrencilerin PDÖ ortamı hakkındaki görüşleri de incelenmiştir. Çalışma, tek grup üzerinden yürütülmüştür. Araştırma bulguları nicel yaklaşımlarla elde edilmiştir. Araştırmanın örneklemini, bir devlet üniversitesinin Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Öğretmenliği lisans programında öğrenim gören ve Genel Kimya dersini alan toplam 46 birinci sınıf öğrencisi oluşturmuştur. Uygulama, 2012-2013 öğretim yılı bahar döneminde 40 ders saati süresinde gerçekleştirilmiştir. Veriler, “Bilimsel Süreç Beceri Testi”, “Kimya Motivasyon Ölçeği-II” ve “PDÖ Öğrenme Ortamı Envanteri” kullanılarak toplanmıştır. Ön test ve son test verilerinin karşılaştırılmasında, bağımlı iki örnek t-testi kullanılmıştır. Araştırma bulguları, öğrencilerin uygulama öncesi ve sonrası bilimsel süreç beceri düzeyleri arasında istatistiksel olarak anlamlı bir farklılığın oluşmadığını, buna karşın kimya dersine karşı motivasyonda istatistiksel olarak anlamlı bir farklılığın oluştuğunu ortaya koymuştur.
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