The effect of problem based learning in 3 dimensional virtual learning environments on conceptual understanding and learning performance based on problem solving

The first aim of this research is to design and develop a 3D virtual learning environment based on the problem-based learning approach for the "structure and properties of matter" unit in 7th grade science class. The second aim is to examine the effects of 3D virtual learning environment on students' conceptual understanding, learning performances based on problem solving and spatial skills. In addition, students' opinions about problem based learning methods with using 3D virtual learning environment and study paper are researched.The research is a mixed method which is the combination of qualitative and quantitative research methods. This research, which is designed as a mixed method research, utilized the quasi-experimental design in the quantative section, and the case study in the qualitative section. The research was conducted as 3x2 factorial design. The first factor of the design consists of three groups as two experimentals and one control group. While the first experimental group students were learning with problem based learning in the 3D virtual environment (3BSO-PDÖ), problembased learning with a study paper was using in the the second experimental group (ÇK-PDÖ). In the control group, teaching was continued by the teacher in accordance with the necessity and vision of the science curriculum. In the study, while the 3BSO-PDÖ abbreviation was used for the first experimental group, the ÇK-PDÖ was used for the second experimental group. The second factor of the design is the time-dependent change (pretest-posttest) factor. The study group is composed of 79 students who are educated in the seventh grade of a private secondary school in Turgutlu. The research was carried out within the scope of science course in the second semester of 2015-2016 academic years. As a means of collecting quantitative data in the research, tests were used which measure conceptual understanding, mental rotation and spatial visualization, as well as reports that measure students' problem-solving based learning performance. Semi-structured interviews were used as a qualitative data collection tool in the research. Fifteen students were selected randomly from the study group for the semi-structured interviews. The quantitative data obtained in the study were analyzed by ANCOVA and t-test, and qualitative data were analyzed by content analysis. According to the results of the analysis, it was seen that the problem-solving-based learning performance of the students are increased toward the end of the research who are in the problem based learning in the 3D virtual environment group (3BSO-PDÖ), according to the problem-based learning with the study paper group (ÇK-PDÖ). The other finding is that the level of conceptual understanding of the students in the 3BSO-PDÖ group is significantly different and high from the students in the ÇK-PDÖ and the control group. In addition, the spatial visualization and mental rotation skills of the students in the 3BSO-PDÖ group were found to be significantly different and high compared to the students in the ÇK-PDÖ and control group. According to the results of interviews conducted with 3BSO-PDÖ and ÇK-PDÖ groups, it was found out that sudents had positive attitudes towards the methods applied, they thought that the methods were contributed to their learning and they had fun. According to the results of the research, it is seen that the use of 3D virtual learning environment will be effective in increasing learning in science lessons. In addition, these environments are thought to be very beneficial to students in terms of making concrete the abstract concepts and transforming theoretical knowledge into practice.