Research Information System
ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, vol.4, no.4, pp.2383-2390, 2012 (SCI-Expanded)
The present study was conducted to investigate the effectiveness of problem-based learning instruction versus a traditional approach on undergraduate students' understanding of electromagnetic field and magnetism concepts. Traditional approach (control) group includes 25 students and problem- based learning (experimental) group includes 25 students in this study. The undergraduates were selected from science teaching department from a public university in Turkey. To determine students' misconceptions about electromagnetic field and magnetism, two-tier diagnostic Magnetic Field Concept Test consisting 20 items was used as a pre-test and post-test. According to the results, twenty-six misconceptions about electromagnetic field and magnetism were identified. The results from the t-test indicated that the students who were instructed using problem-based learning had significantly higher scores in terms of achievement than those taught by the traditional approach and it was also found that problem-based learning group was more successful in preventing of the determined misconceptions.