UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT

The aim of this study was to explore undergraduate students’ perceptions about the Problem-Based Learning Environment (PBLE) through a reliable and valid scale. One group post-test design, which is a pre-experimental research design, was used in the study. Both quantitative and qualitative technique...

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Autores principales:	Cemal TOSUN, Erdal ŞENOCAK
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	problem based learning, chemistry education, problem based learning environment, undergraduate stude Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/58bd2986b1b344b38f881abcb26fb207
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spelling	oai:doaj.org-article:58bd2986b1b344b38f881abcb26fb2072021-11-24T09:21:07ZUNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT2148-416310.9761/jasss_402https://doaj.org/article/58bd2986b1b344b38f881abcb26fb2072019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=711177291_tosuncemal_T.pdf&key=26370https://doaj.org/toc/2148-4163The aim of this study was to explore undergraduate students’ perceptions about the Problem-Based Learning Environment (PBLE) through a reliable and valid scale. One group post-test design, which is a pre-experimental research design, was used in the study. Both quantitative and qualitative techniques were used as data collecting tools. The sample of the study was constituted from 70 freshmen who took General Chemistry/General Chemistry-II courses in two separate teacher education programs, which are the Class Teacher Education Program (CTEP) and the Science Teacher Education Program (STEP). The implementation took twenty class hours. While quantitative data were collected through a PBLE scale, qualitative data were collected through a questionnaire of determining students’ views about PBL practices. Quantitative data were analyzed by one sample t-test, and qualitative data were processed with descriptive analysis and presented in tables. As a result of assessing the sub-scales of the PBLE scale from the eyes of the students, it was found that the averages of all sub-scales except one, the problem quality, in CTEP and the averages of all sub-scales in the STEP were statistically significant. Also, it was understood that CTEP students were gladder with all other sub-scaless except one than the STEP students.Cemal TOSUNErdal ŞENOCAKFırat Universityarticleproblembased learning, chemistry education, problembased learning environment, undergraduate studeSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 5, Iss 15, Pp 1167-1184 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	problem based learning, chemistry education, problem based learning environment, undergraduate stude Social Sciences H Social sciences (General) H1-99
spellingShingle	problem based learning, chemistry education, problem based learning environment, undergraduate stude Social Sciences H Social sciences (General) H1-99 Cemal TOSUN Erdal ŞENOCAK UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
description	The aim of this study was to explore undergraduate students’ perceptions about the Problem-Based Learning Environment (PBLE) through a reliable and valid scale. One group post-test design, which is a pre-experimental research design, was used in the study. Both quantitative and qualitative techniques were used as data collecting tools. The sample of the study was constituted from 70 freshmen who took General Chemistry/General Chemistry-II courses in two separate teacher education programs, which are the Class Teacher Education Program (CTEP) and the Science Teacher Education Program (STEP). The implementation took twenty class hours. While quantitative data were collected through a PBLE scale, qualitative data were collected through a questionnaire of determining students’ views about PBL practices. Quantitative data were analyzed by one sample t-test, and qualitative data were processed with descriptive analysis and presented in tables. As a result of assessing the sub-scales of the PBLE scale from the eyes of the students, it was found that the averages of all sub-scales except one, the problem quality, in CTEP and the averages of all sub-scales in the STEP were statistically significant. Also, it was understood that CTEP students were gladder with all other sub-scaless except one than the STEP students.
format	article
author	Cemal TOSUN Erdal ŞENOCAK
author_facet	Cemal TOSUN Erdal ŞENOCAK
author_sort	Cemal TOSUN
title	UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
title_short	UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
title_full	UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
title_fullStr	UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
title_full_unstemmed	UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT
title_sort	undergraduate students’ percepti̇ons of the problem-based learni̇ng (pbl) envi̇ronment
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/58bd2986b1b344b38f881abcb26fb207
work_keys_str_mv	AT cemaltosun undergraduatestudentsperceptionsoftheproblembasedlearningpblenvironment AT erdalsenocak undergraduatestudentsperceptionsoftheproblembasedlearningpblenvironment
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UNDERGRADUATE STUDENTS’ PERCEPTİONS OF THE PROBLEM-BASED LEARNİNG (PBL) ENVİRONMENT

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