The effectiveness of problem-based learning on teaching the first law of thermodynamics

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dc.contributor.authorTatar, Erdal
dc.contributor.authorOktay, Munir
dc.date.accessioned2024-09-18T20:55:28Z
dc.date.available2024-09-18T20:55:28Z
dc.date.issued2011
dc.departmentHatay Mustafa Kemal Ãœniversitesien_US
dc.description.abstractBackground: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.en_US
dc.identifier.doi10.1080/02635143.2011.599318
dc.identifier.endpage332en_US
dc.identifier.issn0263-5143
dc.identifier.issn1470-1138
dc.identifier.issue3en_US
dc.identifier.startpage315en_US
dc.identifier.urihttps://doi.org/10.1080/02635143.2011.599318
dc.identifier.urihttps://hdl.handle.net/20.500.12483/11840
dc.identifier.volume29en_US
dc.identifier.wosWOS:000308136400006en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofResearch in Science & Technological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectproblem-based learningen_US
dc.subjectscience teacher educationen_US
dc.subjectfirst law of thermodynamicsen_US
dc.subjectscience process skillen_US
dc.subjectconstructivist learningen_US
dc.titleThe effectiveness of problem-based learning on teaching the first law of thermodynamicsen_US
dc.typeArticleen_US

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