TEACHERS’ VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS

TitleTEACHERS’ VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS
Publication TypeJournal Article
Year of Publication2013
AuthorsBalim, AG, Turkoguz, S, Ormanci, U, Kacar, S, Evrekli, E, Ozcan, E
JournalJournal of Baltic Science Education
Volume13
Issue4
Start Page458–468
PaginationContinuous
Date PublishedAugust/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1119977
Keywordsconcept cartoons, Problem-Based Learning, Science and Technology Teacher
Abstract

This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life.

URLhttp://oaji.net/articles/2015/987-1447523317.pdf
Refereed DesignationRefereed
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