Abstract
The aim of this study is to investigate the effect of problem-based learning approach of "Matter and Heat" unit taking place in science and technology course involved in the curriculum of the 6th grade on the students' academic success and motivation towards science and technology course. The research was designed and implemented according to "pretest-posttest control group" experimental model. 6-A class (N=16) attending Büyükkarakarlı Primary School, Hayrabolu county, Tekirdağ was determined as the experimental group intentionally biased by the researcher in the second semester of 2009-2010 academic year. 6-A class (N=20) attending Hüseyin Korkmaz Primary School, Hayrabolu county, Tekirdağ was determined randomly among three sections of the 6th class as the control group. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. While implementing problem-based learning approach for the experimental group, problem scenarios developed by the researcher were used. "Academic Achievement Test" and "Science and Technology Course Motivation Scale" were used as the data collection tools. By means of data analysis, it is found out that problem-based learning approach is more effective than traditional method in terms of developing academic success on science and technology course and motivation towards this course.
Highlights
19 Kasım 2015Anahtar Kelimeler: Probleme dayalı öğrenme, Fen eğitimi, Akademik başarı, Motivasyon
Problem Based Learning (PBL) based upon constructivist method which is one of the theoretical bases of active learning is one of the most important implementations of constructivist learningteaching
Increasingly widespread application of PBL was first implemented in medical field at Medical School of Case W
Summary
Anahtar Kelimeler: Probleme dayalı öğrenme, Fen eğitimi, Akademik başarı, Motivasyon. Sınıfta yer alan “Madde ve Isı” ünitesinin öğretiminde probleme dayalı öğrenme yaklaşımının öğrencilerin akademik başarısına ve fen ve teknoloji dersi motivasyonuna etkisini incelemektir. Deney grubu olarak 2009-2010 eğitim öğretim yılı ikinci döneminde Tekirdağ ili, Hayrabolu İlçesi, Büyükkarakarlı İlköğretim Okulu’na devam etmekte olan 6-A sınıfı (N=16) araştırmacı tarafından yanlı olarak belirlenmiştir. Kontrol grubu olarak ise Tekirdağ İli, Hayrabolu İlçesi, Hüseyin Korkmaz İlköğretim Okulu’na devam etmekte olan 6. Deney grubunda probleme dayalı öğrenme yaklaşımı, kontrol grubunda ise geleneksel yaklaşımlar uygulanmıştır. Deney grubunda probleme dayalı öğrenme yaklaşımı uygulanırken araştırmacı tarafından geliştirilen problem senaryoları kullanılmıştır. Araştırmada veri toplama araçları olarak “Akademik Başarı Testi” ve “Fen ve Teknoloji Dersi Motivasyon Ölçeği” kullanılmıştır. Verilerin çözümlenmesi ile probleme dayalı öğrenme yaklaşımının akademik başarıyı ve motivasyonu geliştirmede geleneksel yönteme göre daha etkili olduğu görülmüştür.
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