The effects of using problem-based learning in science and technology teaching upon students' academic achievement and levels of structuring concepts

dc.creator	Didem INEL
dc.creator	Ali Günay BALIM
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:37Z
dc.date.available	2015-07-20T22:07:37Z
dc.identifier	1609-4913
dc.identifier	https://doaj.org/article/f3ba5c781d4343c0bf3c3747bb096048
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11349
dc.identifier.uri	https://doaj.org/article/f3ba5c781d4343c0bf3c3747bb096048
dc.description	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.
dc.language	English
dc.language	Chinese
dc.publisher	Hong Kong Institute of Education
dc.relation	http://www.ied.edu.hk/apfslt/v11_issue2/inel/
dc.relation	https://doaj.org/toc/1609-4913
dc.source	Asia-Pacific Forum on Science Learning and Teaching, Vol 11, Iss 2, p 1 (2010)
dc.subject	Science and technology teaching
dc.subject	constructivist approach and problem-based learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The effects of using problem-based learning in science and technology teaching upon students' academic achievement and levels of structuring concepts
dc.type	Article