Effects of Problem-Based Learning on Academic Achievement: A Meta-Analysis Study
EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.40, sa.181, ss.139-174, 2015 (SSCI, Scopus, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 40 Sayı: 181
- Basım Tarihi: 2015
- Doi Numarası: 10.15390/eb.2015.4429
- Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.139-174
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Hacettepe Üniversitesi Adresli: Evet
Özet
Today there is need for individuals who solve problems, who argue, question, change and take the lead and who use information instead of accumulating it. This need reveals the value of problem-based learning approach (PBL) which provides students to work in groups on a scenario prepared for the particular topic. Independent studies, aiming to determine PBL's impact on achievement when compared to traditional teaching, often focus on a particular type of application or operation.