Teaching Gases through Problem-based Learning

Mukadder Baran


The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of “Gasses” within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their motivation and attitudes towards chemistry. For this purpose, the mixed method, which involves both quantitative and qualitative designs, was applied. In the study, the embedded design, one of the mixed methods of research, was used. The research sample included 56 students taking the course of Chemistry in Hakkâri Gazi High School. In the study, the students were divided into two groups: experimental group (n=27) and control group (n= 29). The PBL method was applied to the experimental group. The application was carried out in the Spring Term of the academic year of 2014-2015. Before and after the application, an achievement test to measure the students' levels of success in the lesson subject of "Gasses", attitude scale towards chemistry, motivation scale for chemistry, scenario, reports and observation forms were used. As the study dominantly had a quantitative design, quantitative data collection tools were used. In order to support the quantitative data collection tools and to gather more detailed data, the observation method was also used as a data collection tool. For the analysis of the quantitative data, package software of SPSS 18 was used. As for the analysis of the observation data, content analysis was conducted. The results revealed a significant difference between the achievement levels of the experimental and control groups. However, no significant difference was found between the experimental and control groups regarding their motivation and attitudes. In the light of the observations recorded, it could be stated that the PBL method increased the students' intragroup and intergroup communication skills, their self-confidence and their skills in making presentations and reporting.

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DOI: https://doi.org/10.11114/jets.v4i4.1498


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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