Asia-Pacific Forum on Science Learning and Teaching, Volume 12, Issue 1, Article 12 (Jun., 2011) Gamze Sezgin SELÇUK, Handan Boyacioglu EMIROGLU, Mehmet TARAKÇI and Mustafa ÖZEL An integrated, problem-based learning material: The “satellite” module Contents Next

An integrated, problem-based learning material: The “satellite” module

 

Gamze Sezgin SELÇUK¹, Handan Boyacioglu EMIROGLU², Mehmet TARAKÇI³ and Mustafa ÖZEL⁴

^1,2 Dokuz Eylul University, Education Faculty of Buca, Izmir, TURKEY

^3,4 Dokuz Eylul University, Engineering Faculty, Izmir, TURKEY

E-mail: gamze.sezgin@deu.edu.tr

Received 6 Apr., 2011
Revised 24 June, 2011

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Contents

• Abstract
• Introduction
• Methodology
  • SESSION 1
  • SESSION 2
  • SESSION 3
• Implications for Practice
• References
• Appendix 1

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Abstract

The purpose of this study is to introduce a problem-based learning material, the Satellite Module, that has integrated some of the subjects included in the disciplines of physics and mathematics at an introductory level in undergraduate education. The reason why this modular and problem-based material has been developed is to enable students to investigate a real-life problem, both in and outside the class, in a fictitious set of PBL scenarios where physics and mathematics subjects are integrated, and produce a relationship between the two prementioned fields of study. The longer version of the module was tested on 75 geophysics engineering students at Dokuz Eylul University during 2005-2006 academic year. The study is advisory as it has some limitations due to the fact that the PBL approach has not been compared to the classical teaching method where the subjects of physics and maths are instructed separately. Hence, the effectiveness of the approach suggested, such as the success of the course, transferring what has been learnt, should be investigated in further studies.

Keywords: Problem-based learning, integrated curriculum, physics, mathematics