Content analysis of problem-based science learning practices in Turkish

The aim of this study is to analyze the content of theses written and published on problem-based science teaching. Qualitative research method was used as a model in order to conduct the necessary research. In the research, the answers to the main question of "What is done in problem-based science teaching practices in Turkish literature?" and five basic sub-questions based on this question were sought. While doing this study, the content analysis was created by making use of the master's and doctoral theses published in the last fifteen years, that is, between 2007 and 2022, in the YÖK National Thesis System. A total of 63 academic thesis studies were included in the study, 42 of which were master's theses and 21 were doctoral theses. Document analysis method was used to collect the necessary data. Content analysis was applied for the thesis studies obtained in order to analyze the obtained data. The gender, title, year distribution, writing language, subject area, university or application period of the theses for which content analysis has been made have not been studied. It has been tried to analyze the problem-based learning applications that have been applied only in the field of science in Turkey and the contents of these applications. Some themes and codes were determined to classify the thesis studies included in the research. In the thesis studies, which were analyzed, it was seen that the interest of the students was attracted at most by forming groups with the students during the class and using modern teaching approaches in the class with a rate of 20.32%. Student interest in the applications was attracted the least by traditional methods with a rate of 8.19%. Teacher guidance, on the other hand, was mostly provided by providing consultancy services. While student-centeredness showed an equal distribution for all the codes, it was obtained that the most studies were realized in the field of physics learning, and the most studies were produced at the secondary school level as a sample level. As a result of the research, it has been obtained that the applications of the problem-based learning method, which is one of the methods that will enable students to be included in the education process with STEM applications, whose importance has increased rapidly in recent years, have contributed to the science learning of individuals by positively affecting science education.