The effect of problem based learning approach in science education on students? academic achievement, attitude, academic risk taking level and retention of knowledge

The purpose of this research is to determine the effectiveness of problem-based learning approaches in science education. Towards this aim, the effect of problem-based learning approach on 6th grade students? academic achievement, attitudes toward science and technology courses, academic risk-taking levels and retention of knowledge about "Matter and Heat" unit in science and technology course was investigated.In this research pretest-posttest control group experimental design was used. The experimental group was taught by problem based learning approach while the control group was taught by traditional instruction, according to the curriculum of the science and technology course. The research was conducted in the second semester of 2007-2008 academic years in Eskişehir province, Alpu district with 42 sixth grade students of a primary school during 5 weeks period 4 hours per week.In the study according to the pretest-posttest control group experimental design model; Academic Achievement Test, Attitudes towards science and technology course scale and taking academic Risk Scale was administered before and after the instructional interventions. Ten weeks after instruction the Academic Achievement Test was given as retention test to experimental and control group students. SPSS program was used to analyze the data.Results of the study indicate that teaching the ?matter and heat? unit with problem based learning approach was positively affected students? academic achievement, attitudes towards science and technology course and improved retention of knowledge. Regarding the results of the study, suggestions were made for future scientific research and implementation of the problem based learning approach.Key words: Science education, problem based learning approach, matter and heat, the attitude towards science and technology course, taking academic risk