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Asia-Pacific Forum
on Science Learning and Teaching, Volume 12, Issue 1, Article 7 (Jun., 2011) |
Impact of problem-based learning to students and teachers
Necati HIRÇA
Harran University, Faculty of Education, Sanliurfa, TURKEY
E-mail: dr.hirca@gmail.com
Received 17 Dec., 2010
Revised 17 Jun., 2011
The Ministry of National Education of Turkey has decided to give up traditional methods to be used in the classes and to develop a new secondary school curriculum based on Context-Based Learning (CBL) in 2007. This paper discusses integrating Problem-Based Learning (PBL) tasks into the new physics curriculum in Turkey. A brief overview of a theoretical background to CBL and PBL will be described. A design of Science Circus that based on the principles of the PBL will be provided along with sample tasks produced by the students. The final section of the paper reveals the findings from the students of PBL process, and their teachers’ point of view, attitudes towards physics, and opinions on the PBL process. Interview findings demonstrate that the implementation of PBL in the physics course encourages students to take a more active role in their learning and makes the course content more interesting.
Keywords: Problem Based Learning (PBL), Context Based Learning (CBL), physics, New Physics Curriculum
