The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts

Ibrahim Bilgin; Erdal Şenocak; Mustafa Sözbilir

doi:10.12973/ejmste/75267

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Ibrahim Bilgin ¹ ^* , Erdal Şenocak ², Mustafa Sözbilir ³

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¹ University of Mustafa Kemal, Hatay, TURKIYE² Gaziosmanpaşa University, Tokat, TURKIYE³ Ataturk University, Erzurum, TURKIYE^* Corresponding Author

Abstract

This study aimed at investigating effects of Problem-Based Learning (PBL) on pre-service teachers’ performance on conceptual and quantitative problems about concepts of gases. The subjects of this study were 78 second year undergraduates from two different classes enrolled to General Chemistry course in the Department of Primary Mathematics Education a State University in Turkey. Nonequivalent pretest-posttest control group design was used. One of the classes was randomly chosen as experimental group (40), took PBL instruction, and the other was control (38) group, took traditional instruction. Students’ achievement of conceptual and quantitative problems in chemistry was measured by Conceptual Problems Gases Test (CPGT) and Quantitative Problems Gases Test (QPGT) as pre and post-tests. The analysis of results showed that students in experimental group had better performance on conceptual problems while there was no difference in students’ performances of quantitative problems. The results of the study are discussed in terms of the effects of PBL on students’ conceptual learning.

Keywords

conceptual problem
quantitative problem
PBL
conceptual learning
science education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 5, Issue 2, 2009, 153-164

https://doi.org/10.12973/ejmste/75267

Publication date: 22 Jan 2009

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How to cite this article

APA

Bilgin, I., Şenocak, E., & Sözbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), 153-164. https://doi.org/10.12973/ejmste/75267

Vancouver

Bilgin I, Şenocak E, Sözbilir M. The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. EURASIA J Math Sci Tech Ed. 2009;5(2):153-64. https://doi.org/10.12973/ejmste/75267

AMA

Bilgin I, Şenocak E, Sözbilir M. The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. EURASIA J Math Sci Tech Ed. 2009;5(2), 153-164. https://doi.org/10.12973/ejmste/75267

Chicago

Bilgin, Ibrahim, Erdal Şenocak, and Mustafa Sözbilir. "The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts". Eurasia Journal of Mathematics, Science and Technology Education 2009 5 no. 2 (2009): 153-164. https://doi.org/10.12973/ejmste/75267

Harvard

Bilgin, I., Şenocak, E., and Sözbilir, M. (2009). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 5(2), pp. 153-164. https://doi.org/10.12973/ejmste/75267

MLA

Bilgin, Ibrahim et al. "The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 5, no. 2, 2009, pp. 153-164. https://doi.org/10.12973/ejmste/75267