The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts

Ibrahim Bilgin; Erdal Şenocak; Mustafa Sözbilir

doi:10.12973/ejmste/75267

Full Text (PDF)

Ibrahim Bilgin ¹ ^* , Erdal Şenocak ², Mustafa Sözbilir ³

More Detail

¹ University of Mustafa Kemal, Hatay, TURKIYE² Gaziosmanpaşa University, Tokat, TURKIYE³ Ataturk University, Erzurum, TURKIYE^* Corresponding Author

Abstract

This study aimed at investigating effects of Problem-Based Learning (PBL) on pre-service teachers’ performance on conceptual and quantitative problems about concepts of gases. The subjects of this study were 78 second year undergraduates from two different classes enrolled to General Chemistry course in the Department of Primary Mathematics Education a State University in Turkey. Nonequivalent pretest-posttest control group design was used. One of the classes was randomly chosen as experimental group (40), took PBL instruction, and the other was control (38) group, took traditional instruction. Students’ achievement of conceptual and quantitative problems in chemistry was measured by Conceptual Problems Gases Test (CPGT) and Quantitative Problems Gases Test (QPGT) as pre and post-tests. The analysis of results showed that students in experimental group had better performance on conceptual problems while there was no difference in students’ performances of quantitative problems. The results of the study are discussed in terms of the effects of PBL on students’ conceptual learning.

Keywords

conceptual problem
quantitative problem
PBL
conceptual learning
science education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 5, Issue 2, 2009, 153-164

https://doi.org/10.12973/ejmste/75267

Publication date: 22 Jan 2009

Article Views: 9548

Article Downloads: 3946

Open Access References How to cite this article

References

Albesene, M. & Mitchell, S. (1993). Problem-based learning: a review of literature on its outcomes and implication issues. Academic Medicine 68: 52-81.
Banta, T., Black, K. & Kline, K. (2000). PBL 2000 plenary address offers evidence for and against problem-based learning. PBL Insight 3; 1-7.
Barrows, H.S. (1986). A taxonomy of problem-based learning methods. Medical Education 20: 481-486.
Beall, H. & Prescott, S. (1994). Concepts and calculations in chemistry teaching and learning. Journal of Chemical Education 7: 111-112.
Bernstein, P., Tipping, J., Bercovitz, K. & Skinner, H.A. (1995). Shifting students and faculty to a PBL curriculum: attitudes changed and lessons learned. Academic Medicine 70: 245-247.
Bilgin, I. (2006). The Effects of Pair Problem Solving Technique incorporating polya’s Problem Solving Strategy on Undergraduate Students’ Performance in Chemistry., Journal of Science Education (Revista De Educacion En Ciencias), 7: 101-106.
Bodner, G.M. (1986). Constructivism: a theory of knowledge. Journal of Chemical Education 63: 873-878.
Bodner, R.S. (2001). Chapter 6: Gases. [Online]: Retrieved on 2-October-2001, at URL: http://chemed.chem.purdue. edu/chemed/testbank.
Boud, D., & Feletti, G. (1991). The challenge of problem-based learning. New York: St. Martin’s Press.
Boud, D. & Feletti, G.I. (1997). The challenge of problem-based learning. London: Kogan Page Ltd.
Cancilla, D.A.(2001). Integration of environmental analytical chemistry with environmental law: the development of a problem-based laboratory. Journal of Chemical Education 78: 1652-1659.
Capon, N., & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition and Instruction 22: 61- 79.
Carter, M.(1988). Problem solving reconsidered: a pluralistic theory of problems. College English 50: 551-565.
Chin, C. & Chia, L.G. (2006). Problem-based learning: using ill-structured problems in biology project work, Science Education, 90: 44-67.
Dabbagh, N., Jonassen, D., & Yueh, H. (2000). Assessing a problem-based learning approach to an introductory instructional design course: a case study. Performance Improvement Quarterly 13: 60-83.
Delafunte, J.C., Munyer, T.O., Angaran, D.M: & Doering, P.L. (1994). A problem solving activity learning course in pharmacotherapy. American Journal of Pharmaceutical Education 58: 61-64.
Dods, R. (1997). An action research study of the effectiveness of problem-based learning in promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20, 423-37.
Duch, B.J., Groh, S.E. and Allen, D.E. (2001). The Power of Problem-Based Learning. Virginia: Stylus Publishing.
Gabel, L.D. (1994). Handbook of Research on Science Teaching and Learning. New York: Simon & Schuster Macmillan.
Gallagher, S. A., Stepien,W. J., & Rosenthal, H. (1992). The effects of problem-based learning on problem solving. Gifted Children Quarterly. 36: 195–200.
Gallagher, S.A., Stephien W. J., Sher, B. T., & Workman, D.(1995). Implementing problem-based learning in science classrooms. School Science and Mathematics 95:136- 146.
Gordon, P., Rogers, A. & Comfort, M. (2001). A taste of problem-based learning increases achievement of urban minority middle-school students. Educational Horizons 79: 171-175.
Greenwald, N.L. (2000). Learning from problems. Science Teacher 67: 28-32.
Harrison, A.G. and Treagust, D.F. (2001). Conceptual change using multiple interpretive perspectives: two case studies in secondary school chemistry. Instructional Science. 29: 45-85.
Jaleel, A., Rahman, M. A., & Huda, N. (2001). Problem-based learning in biochemistry at Ziauddin Medical University, Karachi, Pakistan. Biochemistry and Molecular Biology Education, 29, 80–84.
Johnstone, A.H. (1993). In Creative Problem Solving, C.A. Wood, Royal Society of Chemistry, London.
Johnstone, A.H. (2001). Can problem solving be taugh, University Chemistry Education, 5(2), 1-5.
Jonassen, D. (2000). Toward a design theory of problem solving. Educational Technology Research and Development 48: 63-85.
Markow, P.G. & Lonning, R.A. (1998). Usefulness of concept maps in college chemistry laboratories: students' perceptions and effects on achievement. Journal of Research Science Teaching 35: 1015-1029.
Maudsley, G & Strivens, J. (2000) Promoting Professional knowledge, experiential learning and critical thinking for medical students. Medical Education,34(7), 535–544.
Maxwell, N., Bellisimo, Y. & Mergendoller, J. (2001). Problem-based learning: modifying the medical school model for teaching high school economics. Social Studies 92: 73-78.
Meier, S., Hovde, R. & Meier, R. (1996). Problem solving: teachers’ perceptions, content area models, and interdisciplinary connections. School Science and Mathematics 96: 230-237.
Nakhleh, M.B. (1993). Are uur students conceptual thinkers or algorithmic problem solvers? Journal of Chemical Education 70: 52-55.
Newell, A. (1980). Reasoning, problem solving, and decision processes: the problem space as a fundamental category. In R.S. Nickerson ed, Attention and Performance VIII: Proceedings of the Eighth International Symposium on Attention and Performance, pp. 693-710, Hillsdale, NJ: Lawrence Erlbaum Assoc.
Nurrenbern, S.C. & Pickering, M. (1987). Concept learning versus problem solving: is there a difference? Journal of Chemical Education 64: 508-510.
Patel,V. L., Groen,G. J., & Norman,G. R. (1991). Effects of conventional and problem-based medical curricula on problem solving. Academic Medicine 66: 380–389.
Peterson, R. F., & Treagust, D. F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82(2), 215–237.
Pickering, M. (1990). Further studies on concept learning versus problem solving. Journal of Chemical Education. 67: 254-255.
Pincus, K.V. (1995). Introductory accounting: changing the first course. New Directions for Teaching and Learning. 61: 88-98.
Polonco, R., Calderon, P. & Delgado, F. (2004) Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innovation in Education and Teaching International 41: 145-155.
Ram, P. (1999). Problem-based learning in undergraduate education. Journal of Chemical Education 76: 1122-1126.
Runco, M.A. & Okuda, S.M. (1988). Problem-discovery, divergent thinking, and the creative process. Journal of Youth and Adolescence 17: 211-220.
Sage, S. (2000). A natural fit: problem-based learning and technology standards. Learning and Leading with Technology 28: 6-12.
Savin-Baden, M. (2000). Problem-Based Learning in Higher Education: Untold Stories. Buckingham:Open University Press.
Şenocak, E. (2005). Probleme dayalı öğrenme yaklaşımının maddenin gaz hali konusunun öğretimine etkisi üzerine bir araştırma (A study on investigation of effectiveness of problem based learning on the gas phases of matter). Doctoral Dissertation, Ataturk University, Erzurum, Turkey.
Senocak, E., Taskesenligil, Y. & Sozbilir, M. (in press). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education (DOI 10.1007/s11165-006- 9026-5).
Sawrey, B.A. (1990). Concept learning versus problem solving: revisited. Journal of Chemical Education 67: 253- 255.
Sluijsmans, D.M.A., Moerkerke, G., Van Merrienboer, J.J.G. and Dochy, F.J.R.C. (2001) Peer assessment in problem-based learning. Studies in Educational Evaluation 27: 151-173.
Soderberg, P., & Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35–55.
Spiro, R.J., Vispoel, W., Schmitz, J., Samarapugavan, A. & Boerger, A. (1987). Knowledge acquisation for aplication: cognitive flexibility and transfer in complex content domains. In B.C. Britton, ed., Executive Control Processes, pp. 177-199, Hillsdale, N. J: Lawrance Erlbaum Associates.
Sullivan, M.E. & Dunnington, G.L. (1999). Peer and self assessment during problem based learning tutorials, The American Journal of Surgey 177: 266-269.
Tchudi, S. & Lafer, S. (1996). The Interdisciplinary Teacher’s Handbook: Integrated Teaching Across The Curriculum. Portsmouth, NH: Boynton/Cook.
Tobias, S. (1990). They Are Not Dumb, They Are Different: Stalking The Second Tier. Tuscon, AZ: Research Corporation.
Torp, L., & Sage, S. (1998). Problems As Possibilities: ProblemBased Learning For K-12 Education. Alexandria, VA: Association for Supervision and Curriculum Development.
Vernon, D.T. & Blake, R.L. (1993). Does problem-based learning work? a meta-analysis of evaluative research. Academic medicine 68: 550-563.
Vernon, D.T. (1995). Attitudes and opinions of faculty tutors about problem-based learning. Academic Medicine 70: 216-223.
Visser, Y.L. (2002). What makes problem-based learning effective? The impact of various PBL attributes on performance, problem solving strategies, attitudes, and self-regulatory processes of high school science students. The Annual Meeting of the American Educational Research Association, New Orleans, April 1-5.
Ward, J.D. and Lee, C.K. (2002). A review of problem-based learning. Journal of Family and Consumer Sciences Education 20: 16-26.
Weinfurt, K.P. (1995). Multivariate analysis of variance. In L. G. Grimm & P.R. Yarnold (Ed), Reading and understanding multivariate statistics (pp.245-276). Washington, DC: American Psychological Association.
West, S. A. (1992). Problem-based learning – A viable edition for secondary school science. School Science Review, 73(265), 47–55.
Wilkinson, W.K. and Maxwell, S. (1991). The influence of college students' epistemological style on selected problem-solving processes. Research in Higher Education 32: 333-350.
Will, A.M. (1997). Group learning in workshops. New Directions for Adult and Continuining Education 76: 33-40.
Yeung, E., Au-Yeung, S., Chiu, T., Mok, N. & Lai, P. (2003). Problem design in problem-based learning: evaluating students’ learning and self-directed learning practice. Innovations in Education and Teaching International 40: 237- 244.
Ying, Y. (2003). Using problem-based teaching and problembased learning to improve the teaching of electrochemistry. The China Papers, 42–47 (July).
Yuzhi, W. (2003). Using problem-based learning in teaching analytical chemistry. The China Papers, 28–33 (July).

How to cite this article

APA

Bilgin, I., Şenocak, E., & Sözbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), 153-164. https://doi.org/10.12973/ejmste/75267

Vancouver

Bilgin I, Şenocak E, Sözbilir M. The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. EURASIA J Math Sci Tech Ed. 2009;5(2):153-64. https://doi.org/10.12973/ejmste/75267

AMA

Bilgin I, Şenocak E, Sözbilir M. The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. EURASIA J Math Sci Tech Ed. 2009;5(2), 153-164. https://doi.org/10.12973/ejmste/75267

Chicago

Bilgin, Ibrahim, Erdal Şenocak, and Mustafa Sözbilir. "The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 2 (2009): 153-164. https://doi.org/10.12973/ejmste/75267

Harvard

Bilgin, I., Şenocak, E., and Sözbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), pp. 153-164. https://doi.org/10.12973/ejmste/75267

MLA

Bilgin, Ibrahim et al. "The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 2, 2009, pp. 153-164. https://doi.org/10.12973/ejmste/75267