Problem-based learning in 9th grade chemistry class: 'intermolecular forces'

Tarhan L., Ayar-Kayali H., Urek R. O., ACAR B.

RESEARCH IN SCIENCE EDUCATION, cilt.38, sa.3, ss.285-300, 2008 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 3
  • Basım Tarihi: 2008
  • Doi Numarası: 10.1007/s11165-007-9050-0
  • Dergi Adı: RESEARCH IN SCIENCE EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.285-300
  • İstanbul Üniversitesi Adresli: Hayır

Özet

This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students' understanding of intermolecular forces (dipole-dipole forces, London dispersion forces and hydrogen bonding). The student's alternate conceptions about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38 students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem, the teacher's role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students' achievement, remedying formation of alternate conceptions and also social skills.