The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

Autor/inn/en	Inel, Didem; Balim, Ali Gunay
Titel	The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 11 (2010) 2, Artikel 1 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Experimental Groups; Control Groups; Elementary School Students; Research Design; Academic Achievement; Problem Based Learning; Achievement Tests; Teaching Methods; Science Instruction; Technology Education; Scientific Concepts; Concept Formation; Human Body; Pretests Posttests; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Forschungsdesign; Schulleistung; Problem-based learning; Problemorientiertes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Menschlicher Körper; Unterrichtserfolg
Abstract	The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week experimental application process, the course was taught using the problem-based learning method in the experimental group and the control group curriculum was only based on the science and technology textbook. The study used two groups including the experimental (n = 20) and control (n = 21) groups, and the study used the pretest posttest control group semi-experimental design. The analysis of the obtained data revealed a significant difference in favor of the experimental group on students' scores on the academic achievement test and the open-ended questions that identified their construction levels for the concepts. This study should guide further studies and to help determine the effectiveness of the method in question on elementary school students. (Contains 9 tables.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10