Implementation and evaluation of problem based learning on buoyant force and floating concepts

Scientists acquire some sort of experiences called ?Skills in Scientific Process? during their scientific studies. These experiences have utmost importance in solving problems of social life. The schools, whose duty is to prepare the individual for society before they face problems, must start this process. Problem Based Teaching is a technique which makes students active and helps them to learn efficiently in this process. In this context, activities should be prepared and practiced in accordance with Problem Based Teaching.The aim of this study is to improve the concepts of floating and buoyant force of liquids which take part in ?Force and Motion Unit? of 8th grade, according to Problem Based Teaching and is to examine its effects in the education year of 2009-2010. This study is carried out on 23 students of 8th grade in Arsin Cumhuriyet Primary School according to action research methodology. The data are acquired from the success test applied and the answers given to the methods and strategies in course materials. The quantitative data is examined using the SPSS program and the qualitative data is examined through descriptive and interpretative analysis. With this study, it is concluded that the students cannot identify the real problems in sceneries, the discussions between the groups are effective in determining problems, the skills in scientific process have been used intensively in practice, materials have increased academic success. It is recommended that the strategies used in this study should be adapted to other subjects according to Problem Based Teaching and the change in students? skills of scientist process should be examined.