PROBLEM BASED LEARNING

Yıl 2007, Cilt: 15 Sayı: 2, 561 - 578, 01.10.2007

Ahmet Kılınç

Öz

The object of this article is to search the approach of problem based learning, which is one of the innovative learning strategies. Problem based learning represents the learning based on experience, that is organized around investigating the complex and real living problems and their solution and that requires the active participation of the individuals in both comprehensive and skillful way. In the study, first of all, short explanations take place concerning the problem based learning. Then, the knowledge like the historical foundations of this strategy, the model of application, steps of learning, the profits it assure for the student, the role of teaching at practice, comparing with the traditional methods, the examples and the problems met have been included. In the final part of the writing, the result and the suggestions concerning the study have taken place.

Anahtar Kelimeler

problem based learning, teaching strategies, learning

PROBLEME DAYALI ÖĞRENME

Öz

Bu makalenin amacı, yenilikçi öğrenme stratejilerinden birisi olan probleme dayalı öğrenme yaklaşımını incelemektir. Probleme dayalı öğrenme, karmaşık ve gerçek hayat problemlerinin araştırılması ve çözümü etrafında organize edilmiş ve bireylerin hem zihin hem de beceri yönünden aktif katılımlarını gerektiren, tecrübeye dayalı öğrenmeyi temsil etmektedir. Çalışmada ilk olarak probleme dayalı öğrenme ile ilgili kısa açıklamalara yer verilmiştir. Daha sonra bu stratejinin tarihi temelleri, uygulama modeli, öğrenme basamakları, öğrenciye sağladığı faydalar, uygulamada öğretmenin rolü, geleneksel yöntemlerle kıyaslanması, örnekler ve karşılaşılan sorunlar ile ilgili olarak bilgilere yer verilmiştir. Yazının son kısmında ise çalışma ile ilgili sonuç ve önerilere yer verilmiştir

Anahtar Kelimeler

probleme dayalı öğrenme, öğretim stratejileri, öğrenme

Kaynakça

• Kaptan, F ve H. Korkmaz (2001). Fen eğitiminde probleme dayalı öğrenme yaklaşımı, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 191-192
• Perrenet, J., Bouhuijs, P. ve J. Smits (2000). The suitability of problem-based learning for engineering education, Theory and practice, Teaching in Higher Education, 5, 345-358
• Torp, T. (1997). What Is Problem-Based Learning? Wingspread Journal. Web Edition, 1-5
• Saban, A. (2000). Öğrenme Öğretme Süreci. Ankara: Nobel Yayın Dağıtım
• Chun, J ve S. Chon. (2004) Promoting student learning through a student-centered problem-based learning subject curriculum. İnnovations in Education and Teaching International.41(2), pp.157-168.
• Chin C. ve L. Chia (2004) Problem-Based Learning: Using Students’ Questions to Drive Knowledge Construction. Science Education. 88, pp. 707-727.
• Peterson F. ve D. Eaguest. (1998). Learning to teach primary science through problem based learning. Science Education. 82, pp. 215-237.
• Hmelo C. ve E. Silver (2004). Problem based learning; what and how do students learn? Educational Psychology Review. 16 (39), pp. 235-263.
• Major C. H. ve M.S. Baden (2000). Issues in Problem-Based Learning: A Message From Guest Editors. Journal on Excellence In College Teaching, U.S.A.: Web Edition, 1-14
• Dahlgren M.A., Castensson, R. ve L.O. Dahlgren. (1998). PBL from the teachers’ perspective, Conceptions of the tutor’s role within problem based learning, Higher Education, 36, 437-44
• Rhem J. (1998). Problem-Based Learning: An Introduction. The National Teaching & Learning Forum. U.S.A.: Oryx Pres, 1-4.
• Dolmanss D. and et all (2005). Problem based learning: Future challenges for educational practice and researc. Medical Education. Vol. 39.
• Dutch B. (1995). Problems: A Key Factor in PBL. Center For Teaching Effectiveness. Web Edition, 1
• Yu-chen H. (1999). Evaluaton theory in problem based learning approach. ERİC Clearinghouse On Education Management.
• Winning T. and et. all. (2003). Developing pbl packeges internationally: an evaluation of outcomes. İnnovations İn Education And Teaching İnternational. Vol. 41. No:2
• Seng tan O. (2003) Student experiences in problem-based learning: three blind mice episode or educational innovation? İnnovations İn Education And Teaching İnteraction. Vol. 41., No:2.
• Miflin B. (2004). Small groups and pbl: are we singing from the same hymn sheet?. Medical Teacher. Vol. 26. No:5
• Mergendoller and et all (2002). Comparing problem based learning and traditional instruction in high school. www.imsa.edu.tr adresinden 11.10.2005 tarihinde alınmıştır.
• Joan S. ve A. Huges (1994). Problem-Based Learning as classroom solution. Educational leadership. U.S.A: Association for Supervision & Curriculum Dev., 1-6
• Conway, F. ve P. Little (1999). Adopting PBL as the Preferred Instituonal Approach to Teaching an Learning: Considerations and Challenges. Journal on Excellence In College Teaching, U.S.A.: Web Edition, 11-26.
• Stepien, W.J., Gallagher, S.A. ve D. Workman (1993). Problem-based learning for traditional and interdisciplinary classrooms, Journal for the Education of the Gifted, 16, 338-357
• Deveci H. (2002). Sosyal Bilgiler Dersinde Probleme Dayalı Öğrenmenin Öğrencilerin Derse İlişkin Tutumları, Akademik Başarıları ve Hatırlama Düzeylerine Olan Etkisi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü. (yayınlanmamış doktora tezi)
• Orlich, D.C. (1990) Teaching strategies: A guide to better instruction. 3rd ed. Lexington, Mass.: D. C. Heath, and company, (LB1025.2 T253)