Effects of Problem-Based Learning on University Students' Epistemological Beliefs About Physics and Physics Learning and Conceptual Understanding of Newtonian Mechanics

ŞAHİN M.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, cilt.19, sa.3, ss.266-275, 2010 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 19 Sayı: 3
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1007/s10956-009-9198-7
  • Dergi Adı: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.266-275
  • Anahtar Kelimeler: Problem-based learning, Epistemological beliefs, Conceptual understanding, Introductory physics, EXPECTATIONS, IMPLEMENTATION, METAANALYSIS, ATTITUDES, CURRICULA, WORK
  • Dokuz Eylül Üniversitesi Adresli: Evet

Özet

This study investigated the effects of problem-based learning on students' beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students' beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students' beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students' beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.