Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 April 2022

Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of "Heat, Temperature and Pressure" and the Effects of the Activities on the Development of Scientific Process Skills

Ahmet Gürses, Elif Şahin, Kübra Güneş

Ataturk University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.02.469

Pages: 67-73

Keywords: Problem-Based Learning, Conceptual Success, Integrated Science Process Skills, Student-Centered Education

Abstract

This study aims to reveal the effectiveness of the problem-based learning (PBL) model in teaching the concepts of heat, temperature and pressure, as well as the effect of the activities on the development of scientific process skills. For this purpose, the change in the academic achievement levels of the students constituting the sampling group was tried to be determined with a pilot application designed based on this model. The research was carried out on a single group based on a pretest-posttest applied quasi-experimental design. Teaching activities addressing the concepts of heat, temperature and pressure and designed according to the PBL model were carried out in a private school over a two-week period. In this context, a unique problem situation was designed, in which two brothers watched and discussed the volume changes of small and large inflated balloons with the effect of temperature, and student-centered activities were carried out, in which demonstration, lecture, question-answer and discussion methods were dominantly used. The problem situation, which includes important connections such as gas, gas pressure, temperature and heat concepts, the relationship between heat and temperature, and the relationship between temperature and pressure, which are known to be quite difficult to understand by 8th-grade students, were implemented sequentially in a single scenario. From the pretest-posttest results, it was determined that there was a significant positive difference in the academic achievement levels of the students constituting the sampling group after the application, and there was a very large difference between the pretest-posttest scores (66.0-92.5). As a result, it can be said that very striking results can be achieved in understanding the selected concepts and the relations between them, with the scenario and appropriate teaching activities designed in a sufficient time based on the problem-based teaching model, and especially the effective and interactive use of demonstration and question-answer methods. Moreover, the results of the pre-test and post-test related to the integrated science process skills test showed that the application in question led to a positive and significant difference in the scientific process skills of the students.

References

  1. Akar, Ü., (2007). The Relationship between Student Teachers’ Scientific Process Skills and Critical Thinking Skills. Unpublished Master Thesis, Afyonkarahisar University, Afyonkarahisar, Turkey.

  2. Ali, S. S. (2019). Problem based learning: A student-centered approach. English language teaching, 12(5), 73-78.

  3. Aydınlı, E., Dökme, İ., Ünlü, Z. K., Öztürk, N., Demir, R., Benli, E., (2011). Turkish elementary school students’ performance on integrated science process Skills. Procedia Social and Behavioral Sciences 15, 3469–3475.

  4. Çelik, E., Eroğlu, B., Selvi, M., (2012). The Effect of Problem Based Learning Approach in Science Education on Students’ Academic Achievement, And Attitudes toward Science and Technology Course, Kastamonu Education Journal, 20(1), 187-202.

  5. Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C. (2010). Teaching the process of science: faculty perceptions and an effective methodology. CBE—Life Sciences Education, 9(4), 524-535.

  6. Da Silva, A. B., de Araújo Bispo, A. C. K., Rodriguez, D. G., & Vasquez, F. I. F. (2018). Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program. Revista de Gestão. 25(2), 160-177.

  7. Dökme, İ., (2005). Evaluation of 6th Grade Science Textbook Published by the Turkish Ministry of Education in Terms of Science Process Skills. Elementary Education Online, 4(1), 7-17.

  8. Ekici, M., & Erdem, M. (2020). Developing science process skills through mobile scientific inquiry. Thinking Skills and Creativity, 36, 100658.

  9. Fugarasti, H., Ramli, M., & Muzzazinah. (2019). Undergraduate students’ science process skills: A systematic review. In AIP Conference Proceedings  2194(1) 020030-13.

  10. Gülay, A., Tekbıyık, A., (2015). The Effect of Self-Regulated Learning Method on Conceptual Achievement in the Teaching of Heat and Temperature, Journal of Research in Education and Teaching 4(2), 119-132.

  11. Gürses, A., Cuya Ş., Gunes, K., Dogar, C., (2014).Determination of the Relation between Undergraduate Students’ Awareness Levels Regarding Their Scientific Process Skills and Application Potentials, American Journal of Educational Research 2(5), 250-256.

  12. Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266.

  13. Kaptan, F., Korkmaz, H., (2001). Problem- Based Learning Approach In Science Education. Hacettepe University Journal of Education 20(20), 185-192.

  14. Kaya, V. H., Bahceci, D., Gödek Altuk, Y., (2012). The relationship between primary school students’ scientific literacy levels and scientific process Skills. Procedia - Social and Behavioral Sciences47, 495 – 500.

  15. Köğce, D., (2005).  A comparison of the mathematics questions used in University entrance exam (ÖSS) and high schools in terms of Bloom's taxonomy. Unpublished Master Thesis, Karadeniz Technical University, Trabzon, Turkey.

  16. Köseoğlu, F., Tümay, H., Budak, E. (2008). Paradigm Changes about Nature of Science and New Teaching Aproaches, Gazi University Journal of Gazi Educational Faculty 28(2), 221-237.

  17. Maranan, V. M. (2017). Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance. Unpublished Master Thesis, Laguna State Polytechnic University, San Pablo City, Philippines.

  18. Shahali, E., H., M., Halim, L., (2010). Development and validation of a test of integrated science process Skills. Procedia Social and Behavioral Sciences 9, 142–146.

  19. Şimşek, P., Karapınar F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia Social and Behavioral Sciences2, 1190–1194.

  20. Tatar, M., (2006).  The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achievement and attitude. Unpublished Master Thesis, Gazi University, Ankara, Turkey.

  21. Temel, S. (2014). The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of problem-solving ability. South African journal of education, 34(1), 1-20.

  22. Tosun, C., Şenocak, E., Özeken, Ö., (2013).  The Effect of problem-based learning on undergraduate students’ motivation to the general chemistry course and scientific process skill levels, Mersin University Journal of the Faculty of Education 9(3), 99 - 114.

  23. Yew, E. H., Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health professions education, 2(2), 75-79.