THE EFFECTS OF THE PROBLEM BASED LEARNING APPROACH ON

HIGHER ORDER THINKING SKILLS IN ELEMENTARY SCIENCE EDUCATION

Derya Cinar Selcuk University, TURKEY

Sule Bayraktar Selcuk University, TURKEY

Prepared By Eka Sari Monica Barus4103342004

Introduction

Problem Based Learning (PBL) aims specifically at improving problem solving and comprehension skills.

Problem based learning has been shown to improve the analysis, synthesis and lifelong learning skills (Harland, 2002).

Lehtinen (2002) identifies the steps which are required for implementing the PBL as following:

1. Clarifying concepts 2. Defining the problem and listing the

concepts which need to be learned 3. Brainstorming4. Systematic classification 5. Formulating the learning objectives6. Lectures and self study 7. Clearing up 8. Reporting.

Objectives

This study was conducted to investigate the effects of problem-based learning approach in elementary science education on students’ higher order thinking skills.

The study was conducted on 6th grade students from an elementary school in Konya, Turkey in the second semester of 2005-2006 educational year.

The purpose of the present study is to investigate the effectiveness of PBL in 6th grade students’ higher order thinking skills such as comprehension, problem solving, and science process skills.

Method

Designed pretest-posttest control group model, and experimental models

Conducted 6th grade elementary school students.

The PBL was implemented in one class (experiment models) by the researcher, the traditional methods (control group) were implemented in the other by the teacher.

Cont..

Topics tested is about “Static Electricity” in the instructional unit “Electricity Guiding Our Life” in the science and technology.

These testing tools were administered to the experimental and control groups as pretest and posttest.

The data obtained after an application that lasted 6 weeks were analyzed. For analyzing the data, t-test has been used.

Sample

The sample of this study consisted of two separate 6th grade classroom students from an elementary school in city of Konya which is located in Turkey.

The two classes had similar socioeconomic backgrounds, similar curriculum implemented and same topics covered in both classes.

Experimental group consisted of 31 students and control group consisted of 30 students.

Instrument

Science Achievement test With 37 questions were prepared to test

the higher order thinking skills of the students.

The test was consisted of items which were accessing comprehension (10), problem solving (10) and science process skills (10).

Analysis of Data

The statistical techniques used to analyze the data were means, Standard deviations and t-test.

The Data were analyzed by using statistical software SPSS.

RESULTS

Based on the analyses of the data the following findings were obtained :1. There was not a statistically

significant difference in the scores related to comprehension level of the learning skills between the students taught by traditional and problem-based learning in the pre-test. However, the mean score of the control group was higher than that of experimental group.

2. There were no statistical differences in problem solving skills and the science process skills of the two groups based on the pre-test results. However, the mean score on the science process skills of the control group was higher than the experimental group.

Cont..

There were significant differences in comprehension, problem solving and science process skills of the control and experimental group.

The students utilizing problem based learning method had higher scores on comprehension, problem solving and science process skills scores than the control group students.

According to the results of the study problem based learning seems to be more effective than the traditional instruction to increase students’ cognitive outcomes.

A statistically significant difference is found between the mean scores on the problem solving ability and science process skills test of the control and experimental group

Cont..

Experimental group students learn the lesson by scenarios, made connections with the

real life problems, used inquiry and investigative

activities, and tried to acquire the objectives of the

lesson by using higher order thinking skills.

Cont..

Experimental group students tried to solve the problem by discussing.

Based learning to think broadly and deeply, improved their inquiry skills and consequently improved their problem solving ability.

Conclusion

Studies showed that PBL is more effective in increasing students’ academic achievement, as well as allowing them to work in groups and construct their knowledge through social negotiation compared to traditional teaching methods.

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