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The Effect of Project-Based Learning Approach on Prospective Teachers' Adopted Learning Approach, Self-Efficacy and Level of Knowledge

Year 2020, Volume: 14 Issue: 1, 761 - 786, 30.06.2020
https://doi.org/10.17522/balikesirnef.673060

Abstract

This study aims to investigate the effects of project-based learning (PBL) on the adopted learning approach of prospective chemistry teachers, on their self-efficacy in project-based teaching and on their levels of knowledge about chemical elements. This study uses “one group pretest-posttest research design”. The study was conducted with the participation of prospective chemistry teachers who attended the chemistry education department of a state university in Turkey. It was found with PBL application that there was a rise in the rate of prospective teachers who adopted a deep learning approach while there was a fall in the rate of prospective teachers who adopted a surface approach. It was also found that PBL application had significant effects on improving the self-efficacy in “domination guidance on the project process”, “feedback, alternative evaluation” and “group process and high-level learning”, which were the self-efficacy factors of project-based teaching. However, no significant differences were found between the pre-test and post-test scores for the factors of “planning, preparation and reflection” and “implementation and evaluation”. In addition to that, it was also found that the application had statistically significant effects on prospective teachers’ levels of knowledge about chemical elements. 

References

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Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

Year 2020, Volume: 14 Issue: 1, 761 - 786, 30.06.2020
https://doi.org/10.17522/balikesirnef.673060

Abstract

Bu araştırmada, proje tabanlı öğrenme (PTÖ) yaklaşımı uygulamalarının kimya öğretmen adaylarının tercih ettikleri öğrenme yaklaşımına, proje tabanlı öğretime ilişkin öz-yeterliklerine ve elementler konusunda bilgi düzeylerine etkisinin incelenmesi amaçlanmıştır. Araştırmada “tek grup ön test-son test araştırma deseni” kullanılmıştır. Araştırmaya bir devlet üniversitesinde okuyan kimya öğretmen adayları katılmıştır. Verilerin toplanmasında “Ders Çalışma Yaklaşımı Ölçeği”, “Proje Tabanlı Öğretime İlişkin Öz-yeterlilik Ölçeği” ve “Elementler Doğru-Yanlış Testi” uygulanmıştır. Araştırma sonucunda, PTÖ uygulamaları ile derin öğrenme yaklaşımını tercih eden öğretmen adaylarının oranlarında yükselme, yüzeysel yaklaşımı tercih eden öğretmen adaylarının oranlarında ise düşme olduğu belirlenmiştir. PTÖ uygulamalarının proje tabanlı öğretime ilişkin öz-yeterlik faktörlerinden; “proje sürecine hâkimiyet, rehberlik etme”, “dönüt verme ve alternatif değerlendirme” ile “grup süreci ve üst düzey öğrenme” öz-yeterliklerini geliştirmede ve öz-yeterlik toplam puanlarının artmasında anlamlı etkisinin olduğu tespit edilmiştir. Ancak “planlama, hazırlık ve yansıtma” ile “uygulama ve değerlendirme” faktörü ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Ayrıca yapılan uygulamaların öğretmen adaylarının elementler konusundaki bilgi düzeylerine istatistiksel olarak anlamlı etkisinin olduğu belirlenmiştir.

References

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  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları. İstanbul: İdeal Kültür Yayıncılık.
  • Akdeniz, A.R. (2006). Fen ve teknoloji öğretimi. S. Çepni, S. (Ed.). Problem çözme, bilimsel süreç ve proje yönetiminin fen eğitiminde kullanımı. Ankara: Pegem Yayıncılık.
  • Alsop, S., & Watts, M. (2000). Facts and feelings: Exploring the affective domain in the learning of physics. Physics Education, 35, 132-138. DOI:10.1088/0031-9120/35/2/311.
  • Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education. Journal of Teacher Education, 35(5), 28-32. DOI:10.1177/002248718403500507.
  • Aydoğdu, B., & Ergin, Ö. (2010). The effects of different laboratory techniques on students’ learning approaches in science and technology course. International Conference on New Trends in Education and Their Implications, (s.1019-1027). Antalya, Turkey.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. DOI:10.1037/0033-295X.84.2.191.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. DOI:10.1037/0003-066x.37.2.122.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Eds.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Baran, M., & Maskan, A.(2010). The effect of project-based learning on pre-service physics teachers’electrostatic achievements. Cypriot Journal of Educational Sciences, 5 (4), 243-257.
  • Baysura, O.D., Altun, S., & Yücel-Toy, B. (2015). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 62, 15-36. DOI:10.14689/ejer.2016.62.3.
  • Beattie, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: a simple or simplistic dichotomy? Accounting Education, 6(1), 1-12. DOI:10.1080/096392897331587.
  • Beausaert, S.A.J., Segers, M.S.R., & Wiltink, D.P.A. (2013) The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective. Educational Research, 55 (1), 1-15. DOI:10.1080/00131881.2013.767022.
  • Benzer, E. (2010). Proje tabanlı öğrenme yaklaşımıyla hazırlanan çevre eğitimi dersinin fen bilgisi öğretmen adaylarının çevre okuryazarlığına etkisi. Doktora tezi, Marmara Üniversitesi, İstanbul.
  • Bıyıklı, C. (2016). The relationship between university students’ approaches to learning and their time spared for studying. İnönü University Journal of the Faculty of Education, 17(3), 98-119. DOI:10.17679/iuefd.17345407.
  • Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8 (4), 381-394. DOI:10.1007/BF01680526.
  • Biggs, J. (1987). The study process questionnaire (SPQ): Manual. Hawthorn, Vic.: Australian Council for Educational Research.
  • Biggs, J. (1993). What do inventories of students' learning process really measure? A theoretical review and clarification. British Journal of Educational Psychology, 83, 3-19. DOI:10.10.1111/j.2044-8279.1993.tb01038.x.
  • Biggs, J., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149. DOI:10.1348/000709901158433.
  • Bloom, B. S. (2012). İnsan nitelikleri ve okulda öğrenme. (Çeviren: D. A. Özçelik) Ankara: Pegem Akademi.
  • Blumenfeld, P. C, Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398. DOI:10.1080/00461520.1991.9653139.
  • Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26 (1), 13-22.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Cassidy, S., & Eachus, P. (2002). Developing the computer self-efficacy (CSE) scale: Investigating the relationship between CSE, gender and experience with computers. Journal of Educational Computing Research, 26 (2), 133-153. DOI:10.2190/JGJR-0KVL-HRF7-GCNV.
  • Cyprian, T.E. (2014). Teacher self-efficacy in a project-based learning (PBL) classroom. Doctoral Dissertation. The University Of Texas At Arlington.
  • Dart, B.C., Burnett, P.C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262-270. DOI:10.1080/00220670009598715.
  • Dembo, M. H. (2001). Learning to teach is not enough – Future teachers also need to learn how to learn. Teacher Education Quarterly, 28(4), 23-35.
  • Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40-59. DOI:10.4219/gct-2002-69.
  • Dinçol Özgür, S. (2019). The effect of learning approaches on prospective chemistry teachers’ self-regulated learning skills: The survey research. SHS Web of Conferences, 66, 01018. DOI:10.1051/shsconf/20196601018.
  • Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36 (8), 1907-1920. DOI:10.1016/j.paid.2003.08.020.
  • English, M. C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7, 128-150. DOI:10.7771/1541-5015.1339.
  • Entwistle, N.J., & Ramsden, P. (1983). Understanding student learning. London: Croom Helm.
  • Entwistle, N. (2000). Promoting deep learning through teaching and assessment: Conceptual frameworks and educational contexts. Paper presented at the TLRP Conference, Leicester. Retrieved from http://www.etl.tla.ed.ac.uk/docs/entwistle2000.pdf.
  • Erdem, M. (2002). Proje tabanlı öğrenme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 172-179.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. Boston: McGraw- Hill.
  • Gay, L.R., & Airasian, P. (2000). Educational research: Competencies for analysis and application. New Jersey: Upper Saddle River.
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There are 76 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Sinem Dinçol Özgür 0000-0002-4078-8176

Ayhan Yilmaz 0000-0003-4252-5510

Publication Date June 30, 2020
Submission Date January 10, 2020
Published in Issue Year 2020 Volume: 14 Issue: 1

Cite

APA Dinçol Özgür, S., & Yilmaz, A. (2020). Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 14(1), 761-786. https://doi.org/10.17522/balikesirnef.673060