Abstract
The purpose of this study was to investigate the effectiveness of Problem Based Learning (PBL) supported by interactive computer simulations within the context of “Buoyant Force in liquids and gases” subject on reasoning ability. The study was conducted with a quantitative methodology via non-equivalent groups quasi-experimental design. The sample of 54 students enrolled in two eighth grade classes of a public middle school in Turkey was included in this study. One of these classes was randomly assigned as experimental group and instructed by means of PBL, whereas the other class was assigned as control group and instructed by means of traditionally designed instruction. In order to measure reasoning ability of the students, The Test of Logical Thinking was used as pre- and post- tests in both control and experimental groups. The results of independent t-test showed that the students in PBL classes had significantly higher mean scores on reasoning ability than the students of control group.
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