Impact of problem-based learning to students and teachersh

This study demonstrates the impact of PBL to students’ and teachers’ beliefs about physics and physics activities. It is worth noting again that the participating students were purposefully chosen as the sample of this study since they all had experience in PBL during physics lessons. In the student evaluation of implementing PBL themselves, consistent with the nature of creative activities, Science Circus activity was their first opportunity to make physics working models or conducting experiment for exhibition. Students’ attitudes toward the PBL instruction seem usually positive with respect to the qualitative data obtained from the interviews. Because, at the beginning of the PBL process, our impression of the Science Circus team did not seem very motivated or interested in science. However, during the rehearsals and process, they emerged as science teachers and displayed a great will for perfection in performing their experiments. After performing their experiments their emotions were largely changed more under low compared to high incentive and thus they were very happy to get more involved in the project: “We are so glad that we took part. Let’s do it again!”. The results from the interviews indicate that PBL should change the beliefs and attitudes of the individual regarding the difficulty of physics skills knowledge and skills by. This finding is similar to the results obtained from a variety of PBL research which state that PBL students mostly engaged with doing research, designing and making experiments (Araz, 2007; Campbell, 2000; Cheng; 2004; Erdemir, 2009; Serin, 2009; Tandogan, 2006).

Nearly all the results in the teachers’ evaluation of PBL process echoed with that in the student evaluation. According to teachers, PBL process has given to students a good insight into the world of science and connects the science with everyday life. Furthermore, these modes of learning were more different and valuable not for only students but also for teachers than traditional lectures. In addition, according to teachers, it was very good idea for encouraging students to delve more thoroughly into specific aspects of a topic and to carry out their own research; supporting students in their own projects teaching students the skills to transfer information and knowledge similar to findings reported in the literature (Serin, 2009; Cheng, 2004). According to students, teachers and previous literature, physics education goals cannot be achieved by conventional science teaching that has a negative effect on most students’ learning than compared to student-centred instructional approaches. If a science teacher selects appropriate, effective methods and putting their students into practice, s/he will allow them to develop a more positive attitude toward science by fixing the mistake outright (Erdemir, 2009). These results also imply that not only should science teachers apply PBL tutorials effectively but also s/he should develop new application techniques to improve and enhance science teaching in contextual areas.

Taking responsibility is one of the main important things that students have to do in PBL courses, for example; they researched various possible sources of data and information, discussed and eliminated the hypothesis, and wrote the findings together. However, some students had some hesitations and concerns during the PBL process. It is noticed that, the PBL process was their first opportunity to make physics working models or conducting experiment, they were in difficulty in designing and making experiments. For this reason, this negative situation would be limited the success of the PBL students. Similar to findings from several research-based instructional approaches reported in the literature that, despite its positive influence in students’ conceptual learning, active learning teaching methods have no significant effect on attitudes and beliefs about physics (Cheng 2004; Sahin, 2010). Further, Alper (2008) concluded that some students do not want to be in PBL study, although they have positive attitudes toward PBL applications in future.

On the other hand, based on the interview findings, teachers believe that active learning techniques are useful for permanent learning. Teachers' attitudes towards creative PBL activities were actually positive; they found the PBL process as “well teaching experience” and “a good example of conceptual learning”, but with hesitation. Some of them added that, this kind of learning style only develop an understanding of grasping essential concepts, not much solving problems requiring mathematical operations. It was noted from interview with these teachers that some of them didn’t have more idea about active learning techniques. Morevever, they prefer traditional teaching techniques in their science lessons such as solving problems, explaining and question-answer. This finding is in agreement with the findings of related studies (Cheng, 2004; Karamustafaoglu et al., 2001; Karamustafaoglu et al, 2006; Demircioglu, 2002). Further, considering the interest, skill, capacity of the children and their features of school, these teachers wievs can’t be adopted. Because, the aim of new physics curriculum goals to provide the learners with certain proper knowledge and desired skills and profound attitudes.

To sum up, most of the students felt that PBL activities are useful to their Physics learning and creativity development. Using PBL activities helps the students grasp more than just a concept; they will gain an understanding of how, and why, to use that concept. It appears from these initial data that, while youngsters can’t possibly learn everything about physics, they do need and will want to learn many facts. However, the best way to help them learn to think scientifically is to introduce them to just a few topics in depth (Paulu & Martin, 1991). They enjoy physics and demonstrate their enthusiasm to their audiences with each performance. Indeed, research findings stated that, "students are likely to begin to understand the natural world if they work directly with natural phenomena, using their senses to observe and using instruments to extend the power of their senses" (National Science Board, 1991).

The benefits of the project go way beyond learning science because students not only learned some physics concept, but also learned to become more familiar with the library, organize themselves as a team, and to get public speaking practice. I believe that brief experiences may serve to prove to students the value of peer teaching and teamwork, as well as provide the skills for doing so altruistically, similar to findings reported in the literature (Barrows & Kelson, 1995; Kolodner, 1993; Torp & Sage, 1998; Wilkerson & Gijselaers, 1996).

This is that, we should include learners into learning process and thus, students can be an integral part of it. In order to include them into the learning process in appropriate ways, we can encourage them to become independent learners who can take responsibility for their own learning.

Through all of their effort and dedication, this had become their show: they were very enthusiastic and this enthusiasm carried over to their fellow high-school students in the audience.