Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 2, Article 1 (Dec., 2010) Didem INEL and Ali Günay BALIM The effects of using problem-based learning in science and technology teaching upon students’ academic achievement and levels of structuring concepts Previous Contents Next

Problem Statement of the Study

Does the use of the problem-based learning method have any effect on students’ academic achievement and levels of concept construction in the unit of “Systems in Our Body” in an elementary-level science and technology course?

Sub-problems of the Study

1. Is there a significant difference between the posttest academic achievement scores of the students in the experimental group, which was taught using the problem-based learning method, and the students in the control group, who was taught only on the basis of the science and technology curriculum?

2. Is there a significant difference between the posttest levels of concept construction of the students in the experimental group, who was taught by the problem-based learning method, and the students in the control group, who was taught only on the basis of the science and technology curriculum?