PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS’ BELIEFS

TitlePROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS’ BELIEFS
Publication TypeJournal Article
Year of Publication2013
AuthorsTarhan, L, Acar-Sesen, B
JournalJournal of Baltic Science Education
Volume12
Issue5
Start Page565-578
PaginationContinuous
Date PublishedOctober/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1075977
Keywordsacid and base strength, acids and bases, ionization of water, problem based learning
Abstract

This study aimed to investigate the effects of Problem Based Learning on high school students’ understanding of ionization of water and acid and base strength. Students’ beliefs about Problem Based Learning were also analysed. A quasi-experimental design was conducted in this study. While students in the experimental groups were instructed via Problem Based Learning, teacher-centred approach was used in the control groups. Before the instructions, a prerequisite knowledge test was applied to identify their prerequisite knowledge to learn the topics, and no significantly differences were found between experimental and control groups. After the instructions, a post-test was applied to determine their understanding of the topics. The results indicated that the mean scores of the students in the experimental groups were significantly higher than those in the control groups. Problem Based Learning Assessment Scale results reflected that students’ positive beliefs increased after each activity. Based on these results, it can be concluded that PBL instruction is effective in concept learning in chemistry education.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1075977
Refereed DesignationRefereed
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