Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions

Date

2015-03-01

Author

Ateş, Özlem
Eryılmaz, Ali

Metadata

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This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants’ perception of PBL and their actions during tutorials. Participants’ level of adaptation to PBL and problems they faced were indicated as the reasons of this difference. Analyzing the implementation of PBL and taking the ideas of students and tutors who are the basic components of it seems to be of fundamental importance to contribute future implementations.

Subject Keywords

Students’ perceptions, Tutors’ perceptions, Active learning, Problem-based learning,

URI

https://hdl.handle.net/11511/80690
https://dergipark.org.tr/tr/pub/eku/issue/5466/74013

Journal

Journal of Theory & Practice in Education

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

Ö. Ateş and A. Eryılmaz, “Analysis of the Problem Based Learning Implementations Students and Tutors Perceptions and Actions,” Journal of Theory & Practice in Education, pp. 816–833, 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/80690.