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Journals / International Online Journal of Primary Education / 2021 / Cilt: 10 - Sayı: 1

THE EFFECT OF PROBLEM-BASED LEARNING ON PRE-SERVICE PRIMARY SCHOOL TEACHERS' CONCEPTUAL UNDERSTANDING AND MISCONCEPTIONS

Çiğdem ŞENYİĞİT
Pages
50–72
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The research revealed that problem-based learning is more effective in improving conceptual understanding and overcoming misconceptions than lecture-based learning.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this research is to investigate the effect of problem-based learning on misconceptions and conceptual understanding regarding simple electric circuits.
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Key Findings & Data:Participants are 54 pre-service primary school teachers enrolled on the Basic Science in Elementary School course at a state university.
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Conclusion & Impact:The research revealed that problem-based learning is more effective in improving conceptual understanding and overcoming misconceptions than lecture-based learning.
🔬Design:Modeling & Simulation
📍Scope:2005 Verileri
⚙️Variables:Domain Parameters

Abstract

The aim of this research is to investigate the effect of problem-based learning on misconceptions and conceptual understanding regarding simple electric circuits. Participants are 54 pre-service primary school teachers enrolled on the Basic Science in Elementary School course at a state university. The research employs a nonequivalent control group model. The activity sheets containing problem-based scenarios prepared by the researcher were used in the experimental group. In the control group, the lecture-based learning supported by problem solving, question-answer, discussion activities and demonstration experiments was used. Data were gathered by three-tier Simple Electric Circuit Diagnostic Test consisting of 12 questions developed by Peşman (2005). The research revealed that problem-based learning is more effective in improving conceptual understanding and overcoming misconceptions than lecture-based learning.

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Cite This Article

ŞENYİĞİT, Ç. (2022). THE EFFECT OF PROBLEM-BASED LEARNING ON PRE-SERVICE PRIMARY SCHOOL TEACHERS' CONCEPTUAL UNDERSTANDING AND MISCONCEPTIONS. International Online Journal of Primary Education, Cilt: 10 - Sayı: 1, 50–72. https://ajindex.com/articles/542043

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References (9)

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