THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING

The aim of this research is to present a qualitative analysis of the effect of problem-based active learning in the “Literary Theory” lessons that are given in the German Teaching and German Language and Literature departments of the universities to the student’s learning of literature concepts. Doc...

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Autor principal:	Bülent KIRMIZI
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	german teaching, concept learning, problem based learning, active learning Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/fa77696956324d278803f1b1e91a885d
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spelling	oai:doaj.org-article:fa77696956324d278803f1b1e91a885d2021-11-24T09:20:54ZTHE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING2148-416310.9761/JASSS2981https://doaj.org/article/fa77696956324d278803f1b1e91a885d2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1159939704_3-Do%C3%A7.%20Dr.%20B%C3%BClent%20KIRMIZI.pdf&key=27531https://doaj.org/toc/2148-4163The aim of this research is to present a qualitative analysis of the effect of problem-based active learning in the “Literary Theory” lessons that are given in the German Teaching and German Language and Literature departments of the universities to the student’s learning of literature concepts. Document analysis technique was used in this study that is conducted according to qualitative research methods. The research was carried out in general literary theories and on a total of 35 students that receive education in the third and fourth grades of German Language and Literature Department in Fırat University in the academic year 2012-2013. The data of the study were achieved from the open ended questions that were asked to the students after 20 lessons lasting application. The open ended questions that are in the study, was coded qualitatively in the form of open coding. The subjects were discussed with the problem-based learning method in the experimental group and with the traditional teaching method that is also known as classical method, in the control group. In the data obtained at the end of the study it was confirmed that problem-based active learning is effective in concept learning and conceptual development and also minimizing the misconceptions.Bülent KIRMIZIFırat Universityarticlegerman teaching, concept learning, problembased learning, active learningSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 8, Iss 38, Pp 37-47 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	german teaching, concept learning, problem based learning, active learning Social Sciences H Social sciences (General) H1-99
spellingShingle	german teaching, concept learning, problem based learning, active learning Social Sciences H Social sciences (General) H1-99 Bülent KIRMIZI THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
description	The aim of this research is to present a qualitative analysis of the effect of problem-based active learning in the “Literary Theory” lessons that are given in the German Teaching and German Language and Literature departments of the universities to the student’s learning of literature concepts. Document analysis technique was used in this study that is conducted according to qualitative research methods. The research was carried out in general literary theories and on a total of 35 students that receive education in the third and fourth grades of German Language and Literature Department in Fırat University in the academic year 2012-2013. The data of the study were achieved from the open ended questions that were asked to the students after 20 lessons lasting application. The open ended questions that are in the study, was coded qualitatively in the form of open coding. The subjects were discussed with the problem-based learning method in the experimental group and with the traditional teaching method that is also known as classical method, in the control group. In the data obtained at the end of the study it was confirmed that problem-based active learning is effective in concept learning and conceptual development and also minimizing the misconceptions.
format	article
author	Bülent KIRMIZI
author_facet	Bülent KIRMIZI
author_sort	Bülent KIRMIZI
title	THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
title_short	THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
title_full	THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
title_fullStr	THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
title_full_unstemmed	THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING
title_sort	effect of problem-based active learning to the student’s concept learning
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/fa77696956324d278803f1b1e91a885d
work_keys_str_mv	AT bulentkirmizi theeffectofproblembasedactivelearningtothestudentsconceptlearning AT bulentkirmizi effectofproblembasedactivelearningtothestudentsconceptlearning
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THE EFFECT OF PROBLEM-BASED ACTIVE LEARNING TO THE STUDENT’S CONCEPT LEARNING

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