The effects on the learning outputs of problem based learning in science education

Scientific and technological developments have been determined as the most important goal by many countries in the world. Education is the most important way to achieve this goal. Education that is supported by science and technology might improve the feelings of curiosity and interest besides skills and behaviors of individuals. Education systems that consider the applied education at schools as a way of transferring knowledge and teacher centered are being replaced by new systems thanks to the cognitive and technological advances. These systems are new learning approaches in which learners are moved to the center and multi dimensional communication. Problem Based Learning has appeared about 30 years ago as a reaction against the problems and deficiencies that exist within traditional education approaches. Barrows first developed Problem based learning during 1960s in the field of medicine and later on it has been observed that its applications in other fields are also efficient. The most important features of Problem Based Learning are; considering students as the center of learning, covering real life problems, involving collaborative studies, using problem solving, promoting creative thinking, and developing communication skills. In this study, the influence of Problem Based Learning approach on preservice elementary teachers' problem solving skills, creative thinking, academic achievement, and self-efficacy beliefs related to science teaching were investigated. To test the sub-problems of this study four different measurement instruments have been used. These instruments are problem-solving scale, academic achievement scale about the Motion and Force unit, Torrance Test of Creative Thinking, and self- efficacy belief scale. The purpose of this study was to get preservice elementary science teachers to take active roles in science labs, to work on problems that they specified and to solve these problems to create a product at the end. IVIn this study, experimental methods and experimental design with treatment and control groups have been used. The research has been conducted with sophomore students in the Department of Elementary Education, Gazi Faculty of Education, Gazi University in the spring semester of 2002 - 2003 education year. There were 105 students in the treatment group and there were 115 students in the control group. Problem Based Learning approach was applied in the experimental group while traditional science instruction was applied in the control group. In this study formative evaluation has been used to assess students' answers to the dependent variables. The data obtained in this study have been analyzed by quantitative methods. To determine the difference between the mean score of the experimental and control groups "independent samples Mest;" to analyze the data obtained in different time frames for the same group "paired samples Mest;" to understand whether or not there was a significant difference between experimental and control groups pre and post test mean score "variance analysis for repeated measures" have been used. According to the findings that were obtained during the study, Problem Based Learning, a) provides many learning opportunities for students, b) develops students' research and problem solving skills, c) enhances the students' self-efficacy belief regarding teaching science, d) improves students' creative thinking skills, e) increases students' academic achievement, f) helps students understand the importance of science and increases positive attitudes toward science. Besides the quantitative data, qualitative data obtained through students' reports have supported these findings. It is argued that if the Problem Based Learning approach was used continuously; it may be an effective method to prepare students for their careers and real life. Therefore, Problem Based Learning is approach that it may contribute to both teachers and students in subjects related to real life.