Problem based learning approach in geography teaching

IV ABSTRACT The purpose of this study is to identify the effects of the Problem-Based Learning Approach on the success, creativity and problem solving skills of the first year high school students studying the "Formation of the Earth's Surface" (External Forces) in Geography lessons. This research was conducted with the experimental design model. Achievement test, creativity scale and problem solving inventory are the means used in data collection in this study. The measurement tools that had been developed were applied to 87 first year students studying at Ankara High School. In order to solve the subproblems of the research, one-way analysis of variance (ANOVA) and two- way analysis of variance (repeated measures) were done; the values of frequency, percentage and mean were used. It was determined that the students in the experiment group mostly belonged to the "average creativity" (40,9%) and "above average creativity" (52,3 %) groups before the experiment was conducted. After the experiment, these students were identified as belonging to the "above average creativity" (47,7 %) and "highly creative" (45,5 %) groups with respect to the increase in their creativity levels. On the other hand, while 3/4 of the students in the control group were identified as belonging to the "above average creativity" and "highly creative" groups before the experiment was conducted, their creativity levels were "average creativity" (58,1 %)and "above average creativity" (37,2 %) at the end of the experiment period highlighting the decrease in their creativity levels. In the research, it has been found out that the achievement scores of the experiment group of students in the pretest and the posttest in the "Formation of the Earth's Surface" (External Forces) unit in Geography do not differ according to the "personal creativity level" variable applied before and after the experiment. The pretest achievement scores of the students in the control group present a significant difference in the "personal creativity level" variable conducted before theexperiment. However, there doesn't exist a significant difference between the posttest achievement scores of the students in the control group studying the "Formation of the Earth's Surface" (External Forces) and the "personal creativity level" variable conducted after the experiment. A significant difference obtains between the pretest and posttest cumulative achievement scores before and after the experiment in the experiment group and the control group in the "Formation of the Earth's Surface" (External Forces) unit. There exists a significant difference between the pretest and posttest average achievement scores with respect to the success level of the students in the "Formation of the Earth's Surface" (External Forces) unit. The students in the control group and the experiment group were taught through the use of two different teaching models and their achievement scores belonging to the "Formation of the Earth's Surface" (External Forces) test have displayed a significant difference. That is, in different function groups (experiment and control groups), the common effects of the factors of repeated measures in the "Formation of the Earth's Surface" (External Forces) unit test's achievement levels are significant. A significant difference has been observed between the pretest and posttest problem solving scale cumulative scores within the pre-experiment and post- experiment period. As for the problem solving skills of the students, there is a significant difference between the pretest-posttest problem solving skills average scores. In different function groups (experiment and control groups), the common impacts of repeated measures on the level of problem solving skills have been found significant. There is not a significant difference between the pretest and posttest cumulative creativity scale scores. For the creativity of the students, there does not exist a significant difference between the pretest-posttest cumulative creativity scores. However, before and after the experiment, the creativity of the students in the experiment group and control group who were taught through the use of two different teaching models presents a significant difference. In other words, inVI different function groups(experiment and control groups), the common effects of the repeated measure factors display a significant difference. Science Code: Key words: Teaching Geography, Problem-Based Learning Approach, Problem Solving, Creative Thinking Number of pages: 260 Advisor: Prof. Dr. Cemalettin ŞAHIN