Effectiveness of Problem Based Learning on the Cognitive Development of Students at Secondary Level
Abstract
The study intended to investigate the effectiveness of problem based learning (PBL) on the cognitive development of class IX students' in the subject of chemistry. The objectives of the study were to; examine the effect of problem based learning on academic achievement of the students in chemistry, examine the effect of problem based learning on academic achievement of the students with different level of achievements, determine the effect of problem based learning on cognitive domain of secondary school chemistry students and to determine the effect of problem based learning on cognitive domain of secondary school chemistry students with different level of achievements. The sample consisted of class IX students of Working Folks Grammar Higher Secondary School No. 1, Haripur. Pre-test, post-test equivalent group design was used for this study. On the basis of pre-test results, students were divided into two groups and named randomly as experimental and controlled group having 45 students in each group. The same test was also given to experimental and controlled groups as a post-test to compare the effects of teaching chemistry through problem solving method and traditional method on students’ achievements. Before the application of PBL, 5 groups were made in which there were 9 students in each group. The study recommended that the teacher should be encouraged to employ problem based learning in teaching chemistry and it should be incorporated as an essential part in training for science teacher by introducing different courses in order to implement it.References
Açıkgöz, K. Ü. (2003). Aktif Öğrenme (Active Learning) (5. Baskı). İzmir: Eğitim Dünyası Yayınları.
Akınoğlu, O., & Tandoğan, R. (2007). The Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. doi: 10.12973/ejmste/75375
Azizoglu, N. (2004). Conceptual Change Oriented Instruction and Students’ Misconceptions in Gases. (PhD Thesis), Middle East Technical University, Turkey.
Barrel, J. (2007). Problem-Based Learning: An inquiry approach. Thousand Oaks: Corwin Press.
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. NewYork: Springer.
Barrows, H. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.
Bayrak, R. (2007). Probleme Dayalı Öğrenme Yaklaşımı ile Katılar Konusunun Öğretimi (Yayınlanmış Doktora Tezi). Atatürk Üniversitesi Fen Bilimleri Enstitüsü.
Bloom, B. (1956). Taxonomy of Educational objectives, Handbook I: Cognitive Domain. New York: Longmans, Green.
Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873. doi: 10.1021/ed063p873
Cancilla, D. A. (2001). Integration of environmental analytical chemistry with environmental law: the development of a problem-based laboratory. Journal of Chemical Education, 78, 1652–1660.
Chin, C., & Chia, L. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88, 707–727.
Elvan, Ý. N. C. E., Güven, E., & Aydoðdu, M. (2010). Effect of problem solving method on science process skills and academic achievement. Journal of Turkish Science Education, 7(4).
Ewing, S. C. (1998). Alternative assessment: Popularity, pitfalls, and potential. Assessment Update: Progress, Trends and Practices in Higher Education, 10 (1), 1-12.
Greenwald, N. L. (2000). Learning From Problems. The Science Teacher, 67(4), 28-32.
Groh, S. E. (2001). Using problem-based learning in general chemistry. In Duch, B. J, Groh, S. E., & Allen, D. E. (Eds.), A practical “how to” for teaching undergraduate courses in any discipline: The power of problem-based learning Sterling, VA: Stylus Publishing.
Herreid, C. F. (2003). The Death of Problem Based Learning. Journal of College Science Teaching, 32(6).
Hewson, P., & Thorley, N. (2006). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541-553. doi: 10.1080/0950069890110506
Hewson, M., & Hewson, P. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743. doi: 10.1002/tea.3660200804
Hmelo-Silver, C. E. (2004). Problem-Based Leaning: What and How do Students Learn? Educational Psychology Review, 16(3), 235-266.
Khan, S. A. (2008). An experimental study to evaluate the effectiveness of cooperative learning versus traditional learning method (Doctoral thesis). Department of Education, Faculty of Social Sciences, International Islamic University Islamabad, Pakistan.
Kılıç, G.B. (2006). İlköğretim Bilim Öğretimi, İstanbul, Morpa Yayınları.
Kurz-Milcke, E., Nersessian, N., & Newstetter, W. (2004). What Has History to Do with Cognition? Interactive Methods for Studying Research Laboratories. Journal of Cognition and Culture, 4(3), 663-700. doi: 10.1163/1568537042484959
Lacek, K. A. (2001). A Problem-Based Learning Curriculum Unit for High School Chemistry. Dissertation, California University of Pennsylvania.
Michel, M. C., Bischoff, A., & Jakobs, K. H. (2002). Comparison of problem- and lecture-based pharmacology teaching. Trends in Pharmacological Sciences, 23(4), 168 – 170.
Onargan, T., Cöcen, E., Tatar, Ç., Köktürk, U., Mordogan, H. & Batar, T. (2004). Maden Mühendisliği Eğitiminde Probleme Dayalı Öğretim İçin Yapılanma Modeli, Ulusal Mühendislik Kongresi Bildiriler Kitabı.
Planinić, M., Ivanjek, L., Sušac, A., Pećina, P., Krsnik, R., Planinić, M., Jakopović Ž. & Halusek, V. (2008). Nacionalno istraživanje konceptualnog razumijevanja mehanike na populaciji gimnazijskih maturanata. Zbornik radova VIII. hrvatskog simpozija o nastavi fizike, 17-25. (published in Croatian language)
Posner, G. J. & Rudnitsky, A. N. (2001). Course Design. Addison Wesley Longman, Inc.
Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: A review of research. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 19–52). Mahwah, NJ: Erlbaum.
Tarhan, L., Ayar-Kayali, H., Urek, R., & Acar, B. (2007). Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’. Research in Science Education, 38(3), 285-300. doi: 10.1007/s11165-007-9050-0
Torres, J., Preto, C. & Vasconcelos, C. (2013). PBL Environmental Scenarios: An Analysis of Science Students and Teachers Questioning. Journal of Science Education, 14 (2), 71-74.
Tavukcu, K. (2006). Fen Bilgisi Dersinde Probleme Dayalı Öğrenmenin Öğrenme Ürünlerine Etkisi. Yayınlanmış Yüksek Lisans Tezi, Zonguldak Kara Elmas Üniversitesi Sosyal Bilimleri Enstitüsü.
Walker, J. T. & Lofton S. P. (2003). Effect of Problem Based Learning Curriculum on Students’ Perceptions of Self-directed Learning. Issues in Educational Research, 13(2), 71-100.
White, H. B. (2001). A PBL course that uses research articles as problems. In B. J. Duch, S. E. Groh, & D. E. Allen (Eds.), A practical “how to” for teaching undergraduate courses in any discipline: The power of problem-based learning. Sterling, VA: Stylus Publishing.
Yaman, S., & Yalçın, N. (2005). Fen Öğretiminde Probleme Dayalı Öğrenme Yaklaşımının Problem Çözme ve Öz Yeterlilik İnanç Düzeylerinin Gelişimine Etkisi, H.Ü. Eğitim Fakültesi Dergisi, 29, 229-236
Yuzhi, W. (2003). Using Problem–Based Learning and Teaching Analytical Chemistry, The China Papers, 28-33.
All articles published in IJITL are open-access articles published and distributed under the Creative Commons Attribution-NonCommercial 4.0 International License which allows reproduction, distribution, derives and non-commercial use, provided the original work is cited and authors and publisher are properly identified.
IJITL allows the authors to retain copyright under the CC BY NC license.
