Eğitim Programında Problem Temelli Öğrenmenin Etkililiğine Dair Bir Çalışma

Abstract

Bu çalışmanın iki amacı vardır: (a) sonçların iki kategorisinde problem temelli öğrenmenin temel etkenlerine değinmek: bilgi ve beceriler; ve (b) problem temelli öğrenmenin etkisinin potansiyel faktörlerine değinmek. Bu amaçlar için, iki eğitim programı uygulandıktan sonra problem temelli eğitim programındaki öğrencilerle geleneksel eğitim programındaki öğrencilerin sonuçları temelli öğrenmeye dayalı eğitim programındaki öğrenciler en az geleneksel eğitim programındaki öğrenciler kadar iyi performans sergilemişken bazı durumlarda da onlardan daha iyi performans sergilemiştir. Öğrenci temelli bir program olan problem temelli eğitim programındaki öğrenciler dezavantajlı değildi. Onların güçlü pratik (uygulama) performansları dikkate değerdir. Muhtemelen bu deneysel araştırmanın bulguları, etkili pedagojik uygulama ve bir eğitim programı için önemli öneriler içeriyor

Keywords

• Problem temelli öğrenme, geleneksel eğitim programı, etkililik, bağımsız öğrenme, öğrenme merkezli çevre

A Study of the Effectiveness of Problem-Based Learning in the Curriculum Study

Abstract

This study has two aims:(a) to address the main effects of problem-based learning on two categories of outcomes: knowledge and skills; and (b) to address potential factors of the effect of problem-based learning. For these purposes, the students in a problembased curriculum with those in a conventional instructional curriculum were compared the results, when the two curricula were applied. Analyses indicate that students in the PBLcurriculum performed at least as well as, in some instances better than their counterparts in the conventional curriculum. Students in the PBL curriculum, a studentdirected curriculum, were not disadvantaged. Of note is their strong practical (application) performance. Arguably the findings of this experimental study hold important implications for an educational programme and for effective pedagogic practice

Keywords

• Problem-based learning, conventional curriculum, effectiveness, selfdirected learning, learning-centered environment

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