Analysis of the problem-based learning implementations: Students’ and tutors’ perceptions and actions / Probleme dayalı öğrenme uygulamalarının incelenmesi: Öğrenci ve akademisyenlerin algıları ve rolleri

Yıl 2015, Cilt: 11 Sayı: 3, 816 - 833, 28.07.2015

Özlem Ateş Ali Eryılmaz

Öz

This study aims to analyze the implementation of problem-based learning (PBL) in engineering education regarding perceptions and actions of tutors and students. A case study design was employed in this study. To this end, four tutors, their five PBL modules, and fourteen students were selected. Observations and interviews were used to collect qualitative data. The results indicated that there was a difference between participants' perception of PBL and their actions during tutorials. Participants' level of adaptation to PBL and problems they faced were indicated as the reasons of this difference. Analyzing the implementation of PBL and taking the ideas of students and tutors who are the basic components of it seems to be of fundamental importance to contribute future implementations. 

Anahtar Kelimeler

Problem-based learning, active learning, tutors’ perceptions, students’ perceptions

(PROBLEME DAYALI ÖĞRENME UYGULAMALARININ İNCELENMESİ: ÖĞRENCİ VE AKADEMİSYENLERİN ALGILARI VE ROLLERİ)

Öz

Bu çalışmanın amacı mühendislik eğitiminde uygulanan probleme dayalı öğretimin öğrenci ve akademisyenlerin algılarına ve uygulamalarına yönelik olarak incelenmesidir. Çalışmada, örnek olay çalışması yöntemi kullanılmıştır. Bunun için, bir mühendislik bölümünde görev yapmakta olan 4 akademisyen, bu akademisyenlerin yönettiği beş probleme dayalı öğrenme modülü ve bu bölümde öğrenim görmekte olan 14 öğrenci seçilmiştir. Nitel veriler görüşme ve gözlem yöntemleriyle toplanmıştır. Çalışmanın sonucunda, katılımcıların probleme dayalı öğrenme ile ilgili algıları ve uygulamalar sırasındaki rolleri arasında farklılıklar olduğu ortaya çıkmıştır. Katılımcıların probleme dayalı öğrenmeye yönelik adaptasyon seviyeleri ve uygulamalar sırasında karşılaştıkları problemler bu farklılıkların sebebi olarak belirtilmiştir. Probleme dayalı öğrenme uygulamalarının incelenmesi ve bu uygulamaların temel öğesi olan akademisyen ve öğrencilerin görüşlerinin alınması gelecekte yapılacak çalışmalar ve uygulamalar açısından önem taşımaktadır

Anahtar Kelimeler

Probleme dayalı öğrenme, aktif eğitim, akademisyen algıları, öğrenci algıları

Kaynakça

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