Literaturnachweis - Detailanzeige
Autor/inn/en | Thakur, Preeti; Dutt, Sunil; Chauhan, Abhishek |
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Titel | Learning Biology through Problem Based Learning -- Perception of Students |
Quelle | In: Journal of Educational Technology, 15 (2018) 2, S.44-54 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0973-0559 |
Schlagwörter | Biology; Grade 9; Science Instruction; Problem Based Learning; Secondary School Science; Foreign Countries; Teaching Methods; Student Attitudes; Student Motivation; India Biologie; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulische Motivation; Indien |
Abstract | The study was undertaken to assess the student's perception while learning class 9 biology through Problem-Based Learning (PBL) method. Two hundred students of Government School of Chandigarh affiliated to Central Board of Secondary Education (CBSE), New Delhi, India, constituted the sample for the study. Hundred students were randomly assigned to the experimental group while hundred students were randomly assigned to the control group. Both the groups consisted of the students which had average, below average, and high academic achievement. Experimenter did not disturb the normal set up of the classroom in the school while undertaking the study. Both the groups were taught the topics of biology of class 9th Science as per science text book issued by NCERT (National Council for Education, Research, and Training). On completion of the selected topics of biology, students of experimental group were asked to fill the opinnionaire which consisted of 25 items to analyze their perception towards PBL. Percentage technique was employed for analyzing the results. The study revealed that PBL makes learning an enjoyable experience by exploring new knowledge, increasing curiosity amongst the learners, linking previous knowledge, and creating interest. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |