<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Siew, N. M.</style></author><author><style face="normal" font="default" size="100%">Mui Ken Chin</style></author><author><style face="normal" font="default" size="100%">Agnis Sombuling</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS’ SCIENTIFIC CREATIVITY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">preschoolers</style></keyword><keyword><style  face="normal" font="default" size="100%">problem based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">trait dimensions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1493050047.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and ‘Numbered Heads Together’ (NHT) on preschoolers’ five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL‘NHT’ (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL‘NHT’ method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL ‘NHT’ with PBL and TG method. The findings suggest that the PBL-CL ‘NHT’ method has a significant positive impact on fostering preschoolers’ five trait dimensions of scientific creativity.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">100-112</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Leman   Tarhan</style></author><author><style face="normal" font="default" size="100%">Burcin   Acar-Sesen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS’ BELIEFS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">acid and base strength</style></keyword><keyword><style  face="normal" font="default" size="100%">acids and bases</style></keyword><keyword><style  face="normal" font="default" size="100%">ionization of water</style></keyword><keyword><style  face="normal" font="default" size="100%">problem based learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810314.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">565-578 </style></section></record></records></xml>