Bu çalışmanın amacı; ölçme ve değerlendirme dersinin uzaktan öğretime dayalı problem tabanlı öğrenmeye göre nasıl düzenlenebileceğini göstermek ve bu yönteme göre düzenlenen derse karşı öğrenci tutumlarını belirlemektir. Araştırma, nitel araştırma desenlerinden eylem araştırması ile gerçekleştirilmiştir. Eylem araştırması döngüsü üç aşamadan oluşmuştur. Dersin tasarımı “problem tabanlı öğrenme” anlayışına uygun olarak yapılandırılmıştır. Araştırmanın çalışma grubunun belirlenmesinde “amaçlı örnekleme” yöntemi kullanılmıştır. Çalışma grubunu; Türkiye’de bir devlet üniversitesinde Okul Öncesi Öğretmenliği bölümünde lisans eğitimi alan 48 üçüncü sınıf öğrencisi oluşturmuştur. Öğrencilerden 38’i kız, 10’u ise erkektir. Verilerin toplanmasında; “Süreç Değerlendirme Formu” ve “Öğrenci Mektupları” kullanılmıştır. Veriler içerik analizi yaklaşımı ile analiz edilmiştir. Öğrencilerin sürecin başında dersin tasarımına yönelik olumsuz görüşleri olduğu, bu görüşlerin süreç boyunca azaldığı belirlenmiştir. Süreç boyunca öğrencilerin problem tabanlı öğrenmeye karşı tutumlarının olumlu yönde değişim gösterdiği sonucuna ulaşılmıştır. Öğrencilerin iletişim platformlarından, iletişim zamanlarından ve iletişimin niteliğinden şikâyet ettikleri görülmüştür. Zamanla öğrencilerin sürece adapte olduğu, iletişimle ilgili olumsuz düşüncelerin oldukça azaldığı, uzaktan eğitim sürecinde yapılan canlı derslerin öğrencilerin derse ve problem çözmeye karşı tutumlarını olumlu etkilediği sonucuna ulaşılmıştır. Problem tabanlı öğrenme modelinin Ölçme ve Değerlendirme dersinin gerektirdiği bütün bilgi ve becerilerin kazanılmasında etkili olduğu sonucuna ulaşılmıştır
Ajmal, F., Jumani, N. B., & Malik, S. (2016). Utilizing problem based learning in pre-service teacher education: Experiences of prospective teachers in Pakistan. Journal of Education and Human Development, 5(2), 215-222.
Alaz, A., & Yarar, S. (2009). Ölçme-değerlendirme sürecinde sınıf öğretmenlerinin tercihleri ve sebepleri. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Çanakkale.
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions for Teaching and Learning, 128, 21-29.
Anıl, D., & Acar, M. (2008). Sınıf öğretmenlerinin ölçme değerlendirme sürecinde karşılaştıkları sorunlara ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 44-61.
Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 231-274.
Biber, M. ve Başer, N. (2012). Probleme dayalı öğrenme sürecine yönelik nitel bir değerlendirme. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17, 12-33.
Çakan, M. (2004). Öğretmenlerin ölçme-değerlendirme uygulamaları ve yeterlik düzeyleri: İlk ve ortaöğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 99-114.
Çobanoğlu Aktan, D. ve Çepni, D. (2010). Ölçme ve değerlendirme dersi kapsamı ve gereklilikleri hakkındaki uzman ve öğretmen görüşleri: Pilot çalışma. Journal of Measurement and Evaluation in Education and Psychology, 1(2), 85-92.
Eng, C. S. (2001). Problem based learning-educational tool or philosophy. University of Newcastle, Australia.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339
Eren, C. D., & Akınoğlu, O. (2012). The effect of problem based learning on concept learning in science education. Journal of Research in Education and Teaching, 1(3), 19-32.
Ergül, A. Ö. (2019). Öğretmenlerin ölçme ve değerlendirme okuryazarlık düzeylerinin bazı değişkenler açısından incelenmesi (Yayınlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
Etherington, M. B. (2011). Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 36-57.
Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. The Journal of Classroom Interaction, 47(1), 23-30.
Friesen, S., & Scott, D. (2013). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education, Calgary.
Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
Gökmen, Ö. F., Duman, İ. ve Horzum, M. B. (2016). Uzaktan eğitimde kuramlar, değişimler ve yeni yönelimler. AUAd, 2(3), 29-51.
Gül, Ş., & Konu, M. (2008). The effect of context- and problem-based learning activities on the students’ achievements. Education for Life, 32(1), 45-68.
Gürsul, F. (2008). The effects of online and face to face problem based learning approaches on student`s attitudes towards mathematics. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 1-19.
Hartman, K. B., Moberg, C. R., & Lambert, J. M. (2013). Effectiveness of problem-based learning in introductory business courses. Journal of Instructional Pedagogies, 12, 1-13.
Hershkovitz, A., & Berger, A. (2019).Teachers’ perceptions of teacher-student relationship in distance education. The European Journal of Open, Distance and E-Learning, 1-18.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-264.
İnel, D., & Balım, A. G. (2010). Students’ views about the use of problem based learning method in science and technology education. BAED, 1(1), 1-13.
İşman, A., Altınay, Z., & Altınay, F. (2004). Roles of the students and teachers in distance education. Turkish Online Journal of Distance Education, 5(4).
Jurković, V. (2005). Guide to problem-based learning. Ljubljana: Slovene Association of LSP Teachers.
Karaman, P., & Şahin, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 175-189.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545-564.
Kılıç, A., Aydın, M., Ökmen, B. ve Şahin, Ş. (2019). Kuramdan uygulamaya ihtiyaç belirleme. Ankara: Pegem Yayıncılık.
Kılıç, İ., & Moralar, A. (2015). The effect of problem-based learning approach on academic success and motivation in science education. Pegem Eğitim ve Öğretim Dergisi, 5(5), 625-636. http://dx.doi.org/10.14527/pegegog.2015.034.
Kurşun, K., & Çobanoğlu Aktan, D. (2016). The investigation of the factors affecting achievement in measurement and evaluation course with multiple indicators multiple causes model. Journal of Measurement and Evaluation in Education and Psychology, 7(2), 372-387. https://doi.org/10.21031/epod.280097
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34-50.
Mansor, A. N., Abdullah, N. O., Abd Wahab, J., Rasul, M. S., Nor, M. Y. M., Nor, N. M., & Raof, R. A. (2015). Managing problem-based learning: challenges and solutions for educational practice. Asian Social Science, 11(4), 259-267.
Marra, R., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3&4), 221-238.
Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2), 49-69. https://doi.org/10.7771/1541-5015.1026
Merritt, J., Lee, M., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K–8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1674
Ökmen, B. (2020). Basamaklandırılmış ters yüz öğrenme modeli öğretim sürecinin geliştirilmesi (Yayınlanmamış doktora tezi). Düzce Üniversitesi Sosyal Bilimler Enstitüsü, Düzce.
Özgen, K., & Pesen, C. (2008). Problem-based learning approach and students’ attitudes towards to mathematics. D.Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 69-83.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). California: Sage Publication.
Pease, M. A, & Kuhn, D. (2010). Experimental analysis of the effective components of problem-based learning. Sci Educ, 95(1), 57–86.
Quain, A. J. (2014). Assessing students' attitudes towards geography in a problem-based learning environment (Unpublished master thesis). Illinois State University, USA.
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
Schmidt H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45, 792–806.
Scott, K. S. (2007). An integrative framework for problem-based learning and action learning: Promoting evidence-based design and evaluation in leadership development. Human Resource Development Review, 16(1), 3–34. https://doi.org/10.1177/1534484317693090
Shepperson, T. L. (2017). Integrating problem-based learning and research skill development: An example from a master’s teacher leader course. International Conference on Models of Engaged Learning and Teaching (I-MELT), USA.
Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Susiani, T. S., Salimi, M., & Hidayah, R. (2018). Research based learning (RBL): How to improve critical thinking skills?. SHS Web of Conferences, Indonesia. https://doi.org/10.1051/shsconf/20184200042
Tekedere, H., & Mahiroğlu, A. (2012). Development of web-assisted problem-based learning software for first aid lessons. KEFAD, 13(2), 95-114.
Tho, L. M., Ng, K. T., & Ahmad, Z. (2003). Student attitude towards problem-based learning in management accounting. Journal of Problem-Based Learning, 1(1), 19-39.
Treesirichod, A., Chansakulporn, S., Phivthong-ngam, L., Kusumaphanyo, C., & Sangpanich, A. (2018). The attitudes of medical students towards problem-based learning during the clinical years. South-East Asian Journal of Medical Education, 12(1), 41-46.
Tripp, D. (2005). Action research: A methodological introduction. Educ. Pesqui, 31(3), 443-466.
Tüysüz, C., Tatar, E., & Kuşdemir, M. (2010). Effect of the problem based learning on students’ achievement and attitude in chemistry. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 48-55.
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 1-21. https://doi.org/10.7771/1541-5015.1649
Uluyol, Ç. (2009). The effect of problem-based learning on student achievement and the assessment of students’ perspectives. GÜ Gazi Eğitim Fakültesi Dergisi, 29(1), 19-36.
Uygun, N. & Tertemiz, N. I. (2014). Effects of problem-based learning on student attitudes, achievement and retention of learning in math course. Education and Science, 39(174), 75-90.
Yaşar, M. (2014). Development of an attitude scale for an educational measurement and evaluation course. Journal of Educational Sciences Research, 4(1), 259-279. http://dx.doi.org/10.12973/jesr.2014.4113
Yeşilyurt, E. (2019). Main features of teaching strategies in terms of theoretical foundations: A literature review. Journal of Interdisciplinary Educational Research, 3(5), 57-78.
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2, 75-79. http://dx.doi.org/10.1016/j.hpe.2016.01.004
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.), Applications of social research methods to questions in information and library (pp. 308–319). Westport, CT: Libraries Unlimited.
Student Opinions on Problem-Based Measurement and Evaluation Course
Year 2022,
Volume: 9 Issue: 2, 333 - 353, 01.11.2022
The aim of this study is to show how the measurement and evaluation course can be organized according to problem-based learning model based on distance education and to determine the attitudes of students towards the course organized according to this approach. The research was carried out with action research designs. Research consisted of three action phases. Each action phase was arranged to include four problem solutions. The "purposeful sampling" method was used to determine the study group of the research. The study group consisted of 48 third-year undergraduate students in the Pre-School Teaching Department of a state university in Turkey. 38 of the students were girls and 10 were boys. The design of the course is structured with the "problem-based learning" approach. In data collection "Process Evaluation Form" and "Student Letters" were used. Data analyses were carried out by the content analysis method. It was determined that the students had negative opinions about the design of the course at the beginning of the process, and it was concluded that students' opinions towards problem-based learning changed positively throughout the process. It was concluded that the students complained about the communication platforms, times and quality.
Ajmal, F., Jumani, N. B., & Malik, S. (2016). Utilizing problem based learning in pre-service teacher education: Experiences of prospective teachers in Pakistan. Journal of Education and Human Development, 5(2), 215-222.
Alaz, A., & Yarar, S. (2009). Ölçme-değerlendirme sürecinde sınıf öğretmenlerinin tercihleri ve sebepleri. I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Çanakkale.
Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New Directions for Teaching and Learning, 128, 21-29.
Anıl, D., & Acar, M. (2008). Sınıf öğretmenlerinin ölçme değerlendirme sürecinde karşılaştıkları sorunlara ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 44-61.
Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 231-274.
Biber, M. ve Başer, N. (2012). Probleme dayalı öğrenme sürecine yönelik nitel bir değerlendirme. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17, 12-33.
Çakan, M. (2004). Öğretmenlerin ölçme-değerlendirme uygulamaları ve yeterlik düzeyleri: İlk ve ortaöğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 99-114.
Çobanoğlu Aktan, D. ve Çepni, D. (2010). Ölçme ve değerlendirme dersi kapsamı ve gereklilikleri hakkındaki uzman ve öğretmen görüşleri: Pilot çalışma. Journal of Measurement and Evaluation in Education and Psychology, 1(2), 85-92.
Eng, C. S. (2001). Problem based learning-educational tool or philosophy. University of Newcastle, Australia.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339
Eren, C. D., & Akınoğlu, O. (2012). The effect of problem based learning on concept learning in science education. Journal of Research in Education and Teaching, 1(3), 19-32.
Ergül, A. Ö. (2019). Öğretmenlerin ölçme ve değerlendirme okuryazarlık düzeylerinin bazı değişkenler açısından incelenmesi (Yayınlanmamış yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
Etherington, M. B. (2011). Investigative primary science: A problem-based learning approach. Australian Journal of Teacher Education, 36(9), 36-57.
Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem-based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. The Journal of Classroom Interaction, 47(1), 23-30.
Friesen, S., & Scott, D. (2013). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education, Calgary.
Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
Gökmen, Ö. F., Duman, İ. ve Horzum, M. B. (2016). Uzaktan eğitimde kuramlar, değişimler ve yeni yönelimler. AUAd, 2(3), 29-51.
Gül, Ş., & Konu, M. (2008). The effect of context- and problem-based learning activities on the students’ achievements. Education for Life, 32(1), 45-68.
Gürsul, F. (2008). The effects of online and face to face problem based learning approaches on student`s attitudes towards mathematics. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 1-19.
Hartman, K. B., Moberg, C. R., & Lambert, J. M. (2013). Effectiveness of problem-based learning in introductory business courses. Journal of Instructional Pedagogies, 12, 1-13.
Hershkovitz, A., & Berger, A. (2019).Teachers’ perceptions of teacher-student relationship in distance education. The European Journal of Open, Distance and E-Learning, 1-18.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-264.
İnel, D., & Balım, A. G. (2010). Students’ views about the use of problem based learning method in science and technology education. BAED, 1(1), 1-13.
İşman, A., Altınay, Z., & Altınay, F. (2004). Roles of the students and teachers in distance education. Turkish Online Journal of Distance Education, 5(4).
Jurković, V. (2005). Guide to problem-based learning. Ljubljana: Slovene Association of LSP Teachers.
Karaman, P., & Şahin, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2), 175-189.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545-564.
Kılıç, A., Aydın, M., Ökmen, B. ve Şahin, Ş. (2019). Kuramdan uygulamaya ihtiyaç belirleme. Ankara: Pegem Yayıncılık.
Kılıç, İ., & Moralar, A. (2015). The effect of problem-based learning approach on academic success and motivation in science education. Pegem Eğitim ve Öğretim Dergisi, 5(5), 625-636. http://dx.doi.org/10.14527/pegegog.2015.034.
Kurşun, K., & Çobanoğlu Aktan, D. (2016). The investigation of the factors affecting achievement in measurement and evaluation course with multiple indicators multiple causes model. Journal of Measurement and Evaluation in Education and Psychology, 7(2), 372-387. https://doi.org/10.21031/epod.280097
MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13(2), 34-50.
Mansor, A. N., Abdullah, N. O., Abd Wahab, J., Rasul, M. S., Nor, M. Y. M., Nor, N. M., & Raof, R. A. (2015). Managing problem-based learning: challenges and solutions for educational practice. Asian Social Science, 11(4), 259-267.
Marra, R., Jonassen, D. H., Palmer, B., & Luft, S. (2014). Why problem-based learning works: Theoretical foundations. Journal on Excellence in College Teaching, 25(3&4), 221-238.
Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2), 49-69. https://doi.org/10.7771/1541-5015.1026
Merritt, J., Lee, M., Rillero, P., & Kinach, B. M. (2017). Problem-based learning in K–8 mathematics and science education: A literature review. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1674
Ökmen, B. (2020). Basamaklandırılmış ters yüz öğrenme modeli öğretim sürecinin geliştirilmesi (Yayınlanmamış doktora tezi). Düzce Üniversitesi Sosyal Bilimler Enstitüsü, Düzce.
Özgen, K., & Pesen, C. (2008). Problem-based learning approach and students’ attitudes towards to mathematics. D.Ü. Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 69-83.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). California: Sage Publication.
Pease, M. A, & Kuhn, D. (2010). Experimental analysis of the effective components of problem-based learning. Sci Educ, 95(1), 57–86.
Quain, A. J. (2014). Assessing students' attitudes towards geography in a problem-based learning environment (Unpublished master thesis). Illinois State University, USA.
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88.
Schmidt H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45, 792–806.
Scott, K. S. (2007). An integrative framework for problem-based learning and action learning: Promoting evidence-based design and evaluation in leadership development. Human Resource Development Review, 16(1), 3–34. https://doi.org/10.1177/1534484317693090
Shepperson, T. L. (2017). Integrating problem-based learning and research skill development: An example from a master’s teacher leader course. International Conference on Models of Engaged Learning and Teaching (I-MELT), USA.
Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). https://doi.org/10.7771/1541-5015.1046
Susiani, T. S., Salimi, M., & Hidayah, R. (2018). Research based learning (RBL): How to improve critical thinking skills?. SHS Web of Conferences, Indonesia. https://doi.org/10.1051/shsconf/20184200042
Tekedere, H., & Mahiroğlu, A. (2012). Development of web-assisted problem-based learning software for first aid lessons. KEFAD, 13(2), 95-114.
Tho, L. M., Ng, K. T., & Ahmad, Z. (2003). Student attitude towards problem-based learning in management accounting. Journal of Problem-Based Learning, 1(1), 19-39.
Treesirichod, A., Chansakulporn, S., Phivthong-ngam, L., Kusumaphanyo, C., & Sangpanich, A. (2018). The attitudes of medical students towards problem-based learning during the clinical years. South-East Asian Journal of Medical Education, 12(1), 41-46.
Tripp, D. (2005). Action research: A methodological introduction. Educ. Pesqui, 31(3), 443-466.
Tüysüz, C., Tatar, E., & Kuşdemir, M. (2010). Effect of the problem based learning on students’ achievement and attitude in chemistry. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 48-55.
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 1-21. https://doi.org/10.7771/1541-5015.1649
Uluyol, Ç. (2009). The effect of problem-based learning on student achievement and the assessment of students’ perspectives. GÜ Gazi Eğitim Fakültesi Dergisi, 29(1), 19-36.
Uygun, N. & Tertemiz, N. I. (2014). Effects of problem-based learning on student attitudes, achievement and retention of learning in math course. Education and Science, 39(174), 75-90.
Yaşar, M. (2014). Development of an attitude scale for an educational measurement and evaluation course. Journal of Educational Sciences Research, 4(1), 259-279. http://dx.doi.org/10.12973/jesr.2014.4113
Yeşilyurt, E. (2019). Main features of teaching strategies in terms of theoretical foundations: A literature review. Journal of Interdisciplinary Educational Research, 3(5), 57-78.
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2, 75-79. http://dx.doi.org/10.1016/j.hpe.2016.01.004
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B. Wildemuth (Ed.), Applications of social research methods to questions in information and library (pp. 308–319). Westport, CT: Libraries Unlimited.
Şahin, Ş., & Kılıç, A. (2022). Problem Tabanlı Ölçme ve Değerlendirme Dersine Yönelik Öğrenci Görüşleri. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 333-353. https://doi.org/10.21666/muefd.969273