The research of the effects of problem based learning to the permanence of information, the academic success of science teacher candidates and their attitudes toward science

The aim of this study is the research of the effects of problem based learning on the permanence of information, the science academic success of science teacher candidates, their attitudes toward science and the levels of scientific process skills in terms of the boiler stone problem.It is an experimental study with pre-test and post-test control group. It was performed in the fall term of 2009-2010 academic year with the department of Science Education 3rd grade students (Experimental n = 37 and Control n = 37). The data of the research has been collected by the Science Academic Success Test (SAST), the Attitude Toward Science Test (ATST) and the Scientific Process Skills Test (SPST). The obtained data has been analyzed by determining the necessary statistical techniques by SPSS (Statistical Package for Social Sciences) package program.The independent groups (t-test for the independent groups) have been compared to determine the levels of equivalence of the experimental and control groups while the dependent groups (t- tests for dependent groups) have been compared in order to determine the levels of the development within the groups. The following conclusions have been reached by the analysis of the data:1. In science education, there is a significant difference in favor of the experimental group between the academic success of the control group and the experimental group in which traditional teaching and problem based learning have been performed respectively.2. In science education, there is a significant difference in favor of the experimental group between the level of the permanence of information of the control group and the experimental group in which traditional teaching and problem based learning have been performed respectively.3. In science education, there is a significant difference in favor of the experimental group between the level of the scientific process skill of the control group and the experimental group in which traditional teaching and problem based learning have been performed respectively.4. In science education, there is not a significant difference between the attitudes toward science of the control group and the experimental group in which traditional teaching and problem based learning have been performed respectively.Problem based learning approach can be used to improve students? success related to science and other lessons, their scientific process skills, attitudes and the levels of the permanence of information. Starting from the first grade of primary education, it should be included in education programs at all levels of formal education.Key Words: Science Education, Problem Based Learning, Prospective Science Teachers, The Boiler Stone, Water Hardness, Attitude, Permanence, Scientific Process Skills.