The effect of problem-based learning method in teaching acid-base subject on science teachers' academic success

• DOI: 10.14527/c1s1m4
• Publication Date: 2017-05-12T13:14:12Z
• Authors: Ömer Faruk Özeken; Ali Yıldırım
• Keywords: Memorization; Unobservable; Constructivist teaching methods; Scientific method

Sciences is explained as thinking of the nature knowledge, process producing new things with present data (Ayas, Çepni, Johnson and Turgut, 1997), it can also be understanding examining already known seen parts events an effort to guess unobservable (Çepni, 2005). In science education which starts these general goals, there are some targets such knowing scientific information, studying discovering, imaging improving, being affected appreciating practicing Therefore, training activities different teaching methods provide students goals needed. Today, activities, alternative traditional teaching, have been put into practice in order goals. The easiest way teach knowledge processes by removing memorization adopt on centre lesson relates daily life, far from unnecessary memorized focuses problem solving has more practice. It helps attitude towards sciences (Kıyıcı, 2008). Problem-based learning connected constructivist becoming important due fact that approach centered problems. sciences, crucial study, examine, deal problems Thus, necessary follow acid-base subject a method themselves active.
 
 this aimed examine effect problem-based academic success.
 samples study first grade 95 at Erzincan University Faculty Education Department Science Teaching. One classes randomly selected formed experiment group (47 students) other one constitute control (48 students). group, used within applied. A 30- question- test covering whole prepared help literature studies related asked questions Student Placement Examination (SPE), Selection (SSE) for success (ASTABS) 24 multiple-choice rest 6 open-ended concepts prepared. Multiple-choice mostly life similar situations. reliability quotient (Cronbach's Alpha) found 0,705. analysis students' answers achievement carried out SPSS 17 Program. points acquired pre-test post-test given variables compared independent T-test.
 result between groups (t(93) = -.371; p<0,05). According result, no significant difference groups' average ASTABS. While pre-service teachers' point ASTABS X=38.62, X=39.77. results (t(93)=3,178; ABTABS. X=51,77, X=41,96. Conclusion: teachers'-in (PBL) used- close preservice teachers'- same (Table 1). Before application, situation suitable defining efficiency applied approach. difference, posttest after experimental whom PBL approaches applied, increased. After two discovered. These obtained shown learn how they increase their (Sungur Tekkaya, 2006), light previous improving problem-solving skills, concluded effective than methods.