The effects of using problem-based learning in science and technology teaching upon students' academic achievement and levels of structuring concepts

Problem-based learning is usually defined as a learning method in which students are given ill-structured problems and they try to put forward meaningful solutions to these problems (Rhem, 1998). In problem-based learning environments, the process is initiated by giving students an event about daily life and they then work as scientists in the learning process and define the problem, identify the piece of knowledge they lack about the subject area, carry out research and propose solutions to the problem through discussion in group environment. Later, they test their ideas in different ways, such as experiments and observation. Thus, the method contributes to students’ learning and allows them to construct their knowledge by discussing it in individual and group environments. Although the problem-based learning method has long been used in faculties of medicine and in nursing education, its use in science education is quite new (Şenocak, Taşkesenligil and Sözbilir, 2007). Therefore, there is a need to conduct the present study in order to identify the effects of the problem-based learning method on elementary school students. The study aims to investigate the impact of the problem-based learning method on elementary school students’ academic achievement and levels of concept construction used in science and technology teaching.