@article{article_74013, title={Analysis of the problem-based learning implementations: Students’ and tutors’ perceptions and actions / Probleme dayalı öğrenme uygulamalarının incelenmesi: Öğrenci ve akademisyenlerin algıları ve rolleri}, journal={Eğitimde Kuram ve Uygulama}, volume={11}, pages={816–833}, year={2015}, DOI={10.17244/eku.70562}, author={Ateş, Özlem and Eryılmaz, Ali}, keywords={Problem-based learning, active learning, tutors’ perceptions, students’ perceptions}, abstract={<!--[if gte mso 9]> <xml> <o:DocumentProperties> <o:Author>HKIEd </o:Author> <o:Version>12.00 </o:Version> </o:DocumentProperties> </xml> <![endif]--> <p class="MsoNormal" style="text-align: justify;"> <span style="font-size: 10.0pt; mso-ansi-language: EN-US;" lang="EN-US">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. 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