Comparison of problem-based learning studies in science education in Turkey with the world: Content analysıs of research papers

First studies on science education in the world started with the changes in curriculum studies at the end of 19th century and beginning of the 20th century. Although these new curriculum studies which were quite costly could not bring the expected success in science education, it contributed a lot to the development and advance of science education (Duit & Treagust, 1998). Whether the changes made had an impact on students’ achievement in science classes was examined. In the following years, these studies gave way to researches towards identifying the misconceptions in different subject matters. And in the next years, the emphasis was on removing these misconceptions and on conceptual change works. Later, the ways to remove these misconceptions and conceptual change works were concentrated on. And in the following years, the question of “which information will be taught how” has arisen and studies on teaching methods that enable students to acquire studying in cooperation with others as well as considering individual differences have become the focus of interest. One of these methods is the “Problem Based Learning (PBL)” which is one of the constructivist learning methods enabling students to acquire problem solving and thinking skills, which they cannot acquire in traditional university education.

PBL first emerged in the medical faculties of Case Western Reserve and McMaster universities during the 1950-1960s, when science teaching programs entered into a restructuring period. According to McDonald (2002), however, the theoretical support of PBL goes back to the researches of John Dewey. PBL method, which is implemented at preclinical courses at medical schools of Harvard University and New Mexico University, is implemented at the medical schools of Hacettepe, Ankara, Dokuz Eylül and Pamukkale Universities in our country.

PBL, which was widely used in many fields around the world after it became popular in medical schools, has many implementations in science education at different levels at national and international levels ranging from primary education to higher education (e.g. Akinoglu & Ozkardes-Tandogan, 2008; Araz & Sungur, 2007; Gallagher et al., 1995; Gurses et al., 2007; Kelly & Finlayson, 2007; 2009; Overton & Brodley, 2010; Peterson & Treagust, 1998; Ram, 1999; Smith, 2012; Senocak, Taskesenligil & Sozbilir, 2007; Soderberg & Price, 2003; Tarhan & Ayar-Kayali, 2007; Sungur, Tekkaya & Geban, 2006; Sungur & Tekkaya, 2006; Tarhan & Acar, 2007; Tatar & Oktay, 2011; Tosun & Taskesenligil, 2013; Ward & Lee, 2004; Williams, et al., 2010).

PBL, which became rapidly widespread all around the world after it earned a reputation at medical schools, is found to have some disadvantages as well as advantages. The advantages of PBL can be listed as: i) it promotes deep learning ii) it promotes problem-solving skills iii) it helps students to develop metacognitive skills iv) it promotes critical thinking skills v) it promotes team working skills vi) it promotes self-learning skills vii) it promotes student skills to reach the resources they need and viii) it promotes self-efficacy skill. According to Uden and Beaumont (2006) the disadvantages of PBL can be listed as: i) time limitations ii) the insufficiency of the places where the group works will be done iii) not being able to reach the needed resources iv) difficulties in preparing the problem situations for each course (Dolmans et al.,1992) v) student anxiety arising from meeting the PBL method for the first time vi) the familiarity of the teachers to their traditional roles and vii) the requirement of in-depth learning of the subjects although there are many subjects in the curriculum.

According to Hoffman and Ritchie (1997) multimedia can help to reduce some of the disadvantages faced during the PBL practices. The roles of teacher and student in traditional teaching method completely changed in PBL method. Since the learning process is based on the learner in PBL, the passive student concept is replaced with “active learner” and the concept of teacher is replaced with “tutor”. The responsibility of what is learned as well as how it is learned belongs to the students (Greenwald, 2000). Tutors in PBL is not someone who transfers the information to the student but someone who guides students to reach a solution. Students will analyze the problem scenarios and if they cannot get the necessary guidance they need during the search for the solution in time, they will use most of their time unnecessarily. Electronic directions in multimedia facilitate the presentation of additional resources students need. In addition, since students are followed via the computer systems also in the working process outside the classroom, it becomes easier to identify student needs and to help them (Hoffman & Ritchie, 1997).

In classrooms where PBL method is implemented, students form small groups in order to find solutions to the problems that are not well-structured and the problems they encounter or they might encounter in everyday life. Then they make research and analyze the problem with their group members and try to find alternative solutions to the problem. As Anderson (1998)’ and Darling-Hammond and Synder (2000) cite from Stenberg (1994), the tests implemented in traditional classrooms are not useful tools to measure student achievement in this complex and open-ended activities. In PBL method, summative assessment is used as well as formative assessment technique (Duch & Groh, 2001; Savin-Baden & Major, 2004).

There are not many studies in science education before 1990s in our country. When the changes in science education in the world in the last thirty years is considered, it is found that Turkey runs behind in studies in science education. Yet she caught up with the world in studies in teaching (Sozbilir & Canpolat, 2006). This study makes an inventory of the studies on PBL in science education both in our country and in the world. Thus, where Turkey stands in PBL studies in science education is tried to be specified.

It is important and necessary to regularly carry out studies, which make an inventory of the studies in science education in the world and in Turkey and which set forth the similarities and differences. There are many international (e.g. Chang, Chang & Tseng, 2009; De Jong, 2007; Lee, Wu & Tsai, 2009) and national (e.g. Bacanak et al., 2011; Calik et al., 2008; Dogru et al., 2012; Sozbilir, Kutu & Yasar, 2012; Sozbilir & Kutu, 2008; Tatar & Tatar, 2008) guiding studies in the literature which are designed to respond to the needs of researchers in science education and in which the document analysis of the studies in science education is made.

In addition to studies which highlight the advantages and disadvantages of PBL in the literature, there are other studies which mention the roles of students and teachers in PBL. Besides, in some studies, technology, assessment and problem scenarios in PBL are discussed as well. In such PBL studies in different fields, there are many studies researching the efficiency of PBL for different learning products. And this brings along the need for a systematic collection in this subject. To this end, there are national and international meta-analysis studies on the efficacy of PBL and the problem related to the PBL (e.g. Dochy et al., 2003; Gijbels et al., 2005; Ustun & Eryilmaz, 2012; Yaman, 2012). However, in order for such studies to reach their objectives, it is necessary to hold them regularly and to make an inventory of studies carried out in the field.