Original scientific paper
https://doi.org/10.15516/cje.v23i3.3570
The Comparison of Problem Based and Project Based Learning Methods in Physics Teaching
Sabri Kan
orcid.org/0000-0003-1016-1257
; Physics Department Ataturk Science and Art Centre Adnan Menderes Mahallesi İspinoz Sokak No 16/2, 77200 Yalova, Turkey
Ahmed Zeki Saka
orcid.org/0000-0002-0562-3640
; Physics Department Faculty of Education Trabzon University Fatih Eğitim Fakültesi, Söğütlü Mahallesi Adnan Kahveci Bulvarı, Akçaabat, 61335 Trabzon, Turkey
Abstract
The aim of this study is to compare the Project Based Learning (PjBL) and Problem
Based Learning (PBL) applications used in physics teaching according to the students’
academic achievement development, Problem Solving Skills (PSS) development
and analysis of application environments. This research was carried out based on
the specific situation method with 48 students studying in the 9th grade in which
“Electricity and Magnetism” unit in physics class is taught at a Science High School
located in the Marmara Region of Turkey. Quantitative and qualitative data collection
tools were used in the study. Quantitative data were analyzed with the use of the
SPSS statistical program. Qualitative data were evaluated by using content analysis
and document analysis. The findings suggest that the applications based on the PBL
method are more effective than the applications based on the PBL method. In addition,
both methods contribute to increasing students’ academic success, their interest in
physics and their responsibilities towards learning physics. According to the results of
the research, physics teachers should obtain relevant information necessary for forming
compatible groups when applying the PBL and PBL methods in the classroom.
Keywords
physics teaching; project based learning; problem based learning; problem solving skills; electricity and magnetism
Hrčak ID:
266852
URI
Publication date:
17.11.2021.
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