Improving achievement through problem-based learning

Date

2006-09-01

Author

Sungur, Semra
Öztekin, Ceren
Geban, Ömer

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

78
views

0
downloads

In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or the control group and were pre- and post-tested to determine their academic achievement and performance skills before and after the treatment. The experimental group was taught with problem-based learning while the control group received traditionally-designed biology instruction. Results showed that although there was no pre-existing difference between two groups, students instructed with problem-based learning earned significantly higher scores than those instructed with traditionally-designed biology instruction-in terms of academic achievement and performance skills. Students in the experimental group appeared to be more proficient in the use and organisation of relevant information, in constructing knowledge and moving toward better conclusions.

Subject Keywords

Education, General Agricultural and Biological Sciences

URI

https://hdl.handle.net/11511/38188

Journal

JOURNAL OF BIOLOGICAL EDUCATION

DOI

https://doi.org/10.1080/00219266.2006.9656037

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Enhancing learning through multiple intelligences Özdemir, Pınar; Güneysu, Sibel Çiğdem; Öztekin, Ceren (Informa UK Limited, 2006-03-01) This study investigated whether there was a significant difference between multiple intelligence instruction (MII) and traditionally designed science instruction (TDSI) on fourth grade students' understanding of concepts associated with the 'Diversity of Living Things' unit. Students' intelligence types were also examined. There were two randomly-selected classes of 35 students of between 9 and 10 years old. The experimental group was instructed through Multiple Intelligence strategies while the control gro...
Using the conceptual change instruction to improve learning Alparslan, C; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2003-06-01) This study investigated the effect of conceptual change instruction on Grade 11 students' (aged 16 - 17 years) understanding of respiration. To first determine students' misconceptions, ten Grade 11 students were interviewed and data obtained from these interviews and related literature was used to develop the Respiration Concept Test used in the next stage of the research. The test was administered to a total of 68 Grade 11 students in two classes of an urban high school. The experimental group consisted o...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01) The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
Novice and experienced science teachers’ conceptual knowledge of evolutionary theory within the context of micro-and macroevolution Yesilyurt, Ezgi; Öztekin, Ceren; Çakıroğlu, Jale; Deniz, Hasan (Informa UK Limited, 2019-01-01) The purpose of this study was to explore science teachers' conceptions about micro-and macro-evolutionary processes. In this study, a case study was employed to compare and contrast novice and experienced middle school science teachers' evolution conceptions. The data were collected using four micro-and macro-evolutionary scenarios alongside cognitive interviews. The findings illustrated that while the novice teacher mostly provided non-Darwinian explanations, the experienced teacher predominantly applied k...
An implementation of problem based learning in high school biology courses Sungur, Semra; Öztekin, Ceren; Department of Secondary Science and Mathematics Education (2004) The main purposes of the present study included investigation of the effect of problem based learning on students2 academic achievement and performance skills in the unit of human excretory system; and students2 perceived motivation and perceived use of learning strategies. This study was carried out during 2003-2004 fall semester at an Anatolian High School in Ankara. A total of 61 tenth grade students from two biology classes of the same biology teacher were involved in the study. Two classes were randoml...

Citation Formats

S. Sungur, C. Öztekin, and Ö. Geban, “Improving achievement through problem-based learning,” JOURNAL OF BIOLOGICAL EDUCATION, pp. 155–160, 2006, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38188.