The effects of problem based learning and traditional teaching methods on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types

Taşoğlu, Aslıhan Kartal; Bakaç, Mustafa

doi:10.1016/j.sbspro.2010.03.346

Cited by 18 publications

(17 citation statements)

References 5 publications

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“…This is because PBL model facilitates students to construct their own knowledge from beginning to understand the existence of a problem to solve the problem. The influence of the problem based learning model on science process skills in this research is also in line with the research of Tasoglu and Bakac [17] with the study about PBL method is more effective than TTM on students' conceptual development and science process skills positively in 1th class of Department of Physics Teaching in Dokuz Eylül University in Turkey. Keil & Jennifer's [8] research states that the value of students' scientific process skills tests with problem-based learning is very good.…”

Section: Fig 1 Effect Of Learning Modelssupporting

confidence: 89%

The Effect of Problem Based Learning Model on Students Science Process Skills

Hasanah¹,

Hasruddin²,

Yus³

2018

Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)

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Problem based learning (PBL) models are commonly used to assess students problem solving abilities. However, there are several resistance to PBL syntax that can improve students' science process skills. The purpose of this study was to determine the PBL model of students' science process skills. This study is a quasi experimental research using samplings techniqe, where VA class as experimental class I, VB II as experimental class II, and VC as control class. Data analysis techniques using covariate analysis (ANACOVA) using by SPSS 23.0 for windows applications and data collection using multiple choice test. Based on hypothesis test with P <0.05 then H o is rejected and H a accepted where this means there is significant influence on the application of model PBL with average value is 87.60. Its means that PBL (problem from students) more positively than PBL (problem from teacher 82.95), and direct instruction model (average value 78.60) to the students science process skill.

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Section: Fig 1 Effect Of Learning Modelssupporting

confidence: 89%

The Effect of Problem Based Learning Model on Students Science Process Skills

Hasanah¹,

Hasruddin²,

Yus³

2018

Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)

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“…According to the literature review conducted in the present study, there is no case study that addresses project practices focusing on research and development and innovation ideas in educational institutions. Most studies are statistical ones that focus on preservice teachers' academic achievement, conceptual development (Tasoglu & Bakac, 2010), critical thinking skills (Semerci, 2006) and motivation (Tosun & Taskesengil, 2012). The present study introduces and evaluates a research and innovation-based learning and teaching approach.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teacher Scientific Behavior: Comparative Study of Paired Science Project Assignments

Bulunuz¹,

Tapan-Broutin²,

Bulunuz³

2016

EJER

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Problem Statement: University students usually lack the skills to rigorously define a multi-dimensional real-life problem and its limitations in an explicit, clear and testable way, which prevents them from forming a reliable method, obtaining relevant results and making balanced judgments to solve a problem. Purpose of the Study:The study examines the processes undergone by students in two projects and the results of these projects. One of the projects was on the subject of heat waste in the buildings of a university's school of education. The other project was a new version of that project conducted by a group of students in the following year.

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“…Researcher Tasoglu & Bakaç (2010) also provides results that learning that begins with the giving of a problem to be solved makes students use the scientific approach to solve problems. The activities carried out by students in the scientific process to solve problems make students more aware of the material.…”

Section: Results and Dicussionmentioning

confidence: 99%

Improving Higher Order Thinking Skills Through Problem Based Learning with a Scientific Approach

Utomo

Joyoatmojo

Jutmini

et al. 2019

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This study aims to describe the effectiveness of the problem-based learning model with a scientific approach to improve higher order thinking skills. The type of research used in this study was quasi-experimental with pre-test and post-test group design. The study was conducted by using one control class and one experimental class. The study was conducted on vocational students with a sample of 64 students consisting of 32 students in experimental class and 32 students in control class. The essay test was used as an instrument for retrieving data. Descriptive analysis and t-test were used to do data analysis. The descriptive test results showed that the average score of HOTS in the control class and experimental class had increased. The results of the t-test showed that there was a significant difference in the score of the pre-test and the post-test in the experimental class, whereas the control class had no significant difference. The conclusion of the results of the study shows that there was a difference between the improvement of higher order thinking skills using conventional models and PBLS models. The PBLS model was able to improve students' Higher Order Thinking Skills.

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The effects of problem based learning and traditional teaching methods on students’ academic achievements, conceptual developments and scientific process skills according to their graduated high school types

Cited by 18 publications

References 5 publications

The Effect of Problem Based Learning Model on Students Science Process Skills

The Effect of Problem Based Learning Model on Students Science Process Skills

Pre-Service Teacher Scientific Behavior: Comparative Study of Paired Science Project Assignments

Improving Higher Order Thinking Skills Through Problem Based Learning with a Scientific Approach

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