Abstract
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81.
Barker, V. (1995). A longitudinal study of 16–18 year old students’ understanding of basic chemical ideas. Unpublished D. Phil Thesis, University of York, York, UK.
Barrows, H. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.
Barrows, H. S., & Tamblyn, R. S. (1980). Problem-based learning and approach to medical education. Berlin, Hiedelberg, New York: Springer.
Benson, D. L., Wittrock, M. C., & Baur, M. E. (1993). Students’ preconceptions of the nature of gases. Journal of Research in Science Teaching, 30(6), 587–597.
Boud, D., & Feletti, G. (Eds.) (1991). The challenge of problem-based learning. New York: St. Martin’s.
Cancilla, D. A. (2001). Integration of environmental analytical chemistry with environmental law: The development of a problem-based laboratory. Journal of Chemical Education, 78(12), 1652–1660.
Chin, C., & Chia, L. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88(5), 707–727.
Creedy, D., Horsfall, J., & Hand, B. (1992). Problem-based learning in nurse education – An Australian view. Journal of Advanced Nursing, 17(6), 727–733.
Das, M., Mpofu, D. J. S., Hasan, M. Y., & Stewart, T. S. (2002). Student perceptions of tutor skills in problem-based learning tutorials. Medical Education, 36, 272–278.
Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VI: Association for Supervision and Curriculum Development.
Driessen, E., & Van Der Vleuten, C. (2000). Matching student assessment to problem-based learning: Lessons from experience in a law faculty. Studies in Continuing Education, 22(2), 235–248.
Dugard, P., & Todman, J. (1995). Analysis of pre-test–post-test control group designs in educational research. Educational Psychology, 15(2), 181–198.
Ertepinar, H., & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, 38(3), 333–341.
Gallagher, S. A., Stepien, W. J., Sher, B. T., & Workman, D. (1995). Implementing problem-based learning in science classroom. School Science and Mathematics, 95(3), 136–146.
Greenwald, N. L. (2000). Learning from problems. The Science Teacher, 67(4), 28–32.
Jaleel, A., Rahman, M. A., & Huda, N. (2001). Problem-based learning in biochemistry at Ziauddin Medical University, Karachi, Pakistan. Biochemistry and Molecular Biology Education, 29, 80–84.
Krnel, D., Watson, R., & Glazar, S. (1998). Survey of research related to the development of the concept of ‘matter.’ International Journal of Science Education, 20(3), 257–289.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th edn.). New York: Longman.
Miller, S. K. (2003). A comparison of student outcomes following problem-based learning: Instruction versus traditional lecture learning in a graduate pharmacology course. Journal of American Academy of Nurse Practitioners, 15(12), 550–556.
Novick, S., & Nussbaum, J. (1978). Junior high school pupils’ understanding of the particulate nature of matter: An interview study. Science Education, 62(3), 273–281.
Novick, S., & Nussbaum, J. (1981). Pupils’ understanding of the particulate nature of matter. Science Education, 65(2), 187–196.
Peterson, R. F., & Treagust, D. F. (1998). Learning to teach primary science through problem-based learning. Science Education, 82(2), 215–237.
Polonco, R., Calderon, P., & Delgado, F. (2004). Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innovation in Education and Teaching International, 41(2), 145–155.
Ram, P. (1999). Problem-based learning in undergraduate education: A sophomore chemistry laboratory. Journal of Chemistry Education, 76(8), 1122–1126.
Rideout, E., England-Oxford, V., Brown, B., Fothergill-Bourbonnais, F., Ingram, C., Benson, G., et al. (2002). A comparison of problem-based and conventional curricula in nursing education. Advances in Health Sciences Education, 7, 3–7.
Soderberg, P., & Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35–55.
Stavy, R. (1988). Children’s conception of gas. International Journal of Science Education, 10(5), 553–560.
Ward, J. D., & Lee, C. L. (2002). A review of problem-based learning. Journal of Family and Consumer Sciences Education, 20(1), 16–26.
West, S. A. (1992). Problem-based learning – A viable edition for secondary school science. School Science Review, 73(265), 47–55.
Ying, Y. (2003). Using problem-based teaching and problem-based learning to improve the teaching of electrochemistry. The China Papers, 42–47 (July).
Yuzhi, W. (2003). Using problem-based learning in teaching analytical chemistry. The China Papers, 28–33 (July).
Acknowledgements
The authors appreciate the generous help of Tuncay Kecelioglu from the Department of Art Education of Ataturk University for drawing pictures for the problem cases. We also appreciate the financial support provided by the Ataturk University Research Fund No: 2003/290.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Senocak, E., Taskesenligil, Y. & Sozbilir, M. A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning. Res Sci Educ 37, 279–290 (2007). https://doi.org/10.1007/s11165-006-9026-5
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-006-9026-5