A Problem-Based Learning scenario that can be used in science teacher education

The method of the case study was used in the research. This method was chosen so that both qualitative and quantitative data collection instruments could be used together and the opportunity would be provided for an in-depth review that could be carried out in a short time (Yıldırım & Şimşek, 2011). The article relates the process carried out during the application of the PBL activity with the science teachers (what happened during the activity and how this affected the study group), including qualitative data on the thoughts of the science teachers about the process and an introduction to the PBL activity. No quantitative data have been presented in this article.

Study Group

The probabilistic sampling method was used to determine the study group (Büyüköztürk et al., 2008). Defined criteria (considering region, province and gender variables) were used to choose a sampling of middle school science teachers (who would be participating in the project voluntarily) from different geographical regions and provinces of Turkey; the study group was selected by drawing lots from among this larger group. The scenario presented in the study was tried out in 2014 as a research project funded by the Scientific and Technological Research Council of Turkey (TÜBİTAK) in different geographical regions and provinces of Turkey (7 regions and 26 provinces) with 40 elementary school science teachers (20 women and 20 men).

Data Collection Methods

The data presented in this article were collected using qualitative and quantitative data collection methods (observations and interviews). The process of the PBL activity was observed by an adviser trained in observational technique (who was only assigned with the job of observing) and the researcher herself. The "Activity Observation Form" was used for the activity. This form was drawn up as an unstructured qualitative observation form by the researcher in order to be able to evaluate the activity process in its different dimensions (the social dimension of the setting, participation in the activity, cooperation, the use of the worksheets, the use of the time allotted, etc.). The opinion of an expert was enlisted prior to the research regarding the "content validity" of the observation form. The observation form was filled out in detail during the activity in accordance with note-taking technique. At the same time, the entire course of the activity was recorded on a camera installed in the room. The observations in this research were made, in accordance with the classification of Frankel and Wallen (2006), by an observer who was a nonparticipant spectator.

Eleven (11) teachers who were willing to participate in the interviews were interviewed. At the end of the activity, the teachers were asked to report all their positive and negative thoughts about it. During the interviews and with the permission of the teachers, their voices were recorded on a recording device. The teachers were not identified on these voice recordings and only pseudonyms were used. The researcher carefully listened to the voice recordings and transcribed them on a written form.

To contribute to establishing the validity and reliability of the observations in the research, observation notes were included in the research findings in the form in which they were originally expressed. To contribute to establishing the validity and reliability of the interview results, some excerpts from the interview transcripts were presented in the research results.

Implementation of PBL Method

This study aims to introduce a problem-based learning material (named “I'm So Cold”) that has combined some of the physics subjects to be taught in undergraduate classes. When preparing the scenario for “I'm So Cold”, the aim was to develop teachers’ skills in areas such as participating in the learning process, teamwork, developing learning performance, and combining concepts related to heat, temperature, thermal expansion and the First Law of Thermodynamics. The PBL presented within the scope of the project took place in a total of 3 hours (180 minutes) of instruction, of which the first 30 minutes was devoted to the introduction of theoretical knowledge on the PBL process (the steps in PBL and the mode of implementation, the process followed in the PBL sessions) and the remaining 150 minutes to the actual PBL implementation. The PBL implementation was carried out in 5 groups of 8 individuals each. Each group was led by an educator guide. The scenario treated the subjects of heat, temperature and thermal expansion within the scope of the 5th and 6th grade science syllabi and was drawn up to represent the stage-by-stage solution of a real life problem.

The scenario was built for learners to teach them how they could learn through a search for information and then implement what they learned. In this sense, these learning strategies are both qualitative and quantitative problem-solving methods. They include complex and sometimes ill-defined or open-ended real-life problems.

All the scenarios are fictitious, yet they are based on real scientific fact. When the scenarios were being constructed, they were all supported by explanations and pictures that would arouse interest. There are two versions of the scenario, one being the learner’s copy and the other, the tutor’s copy. Unlike the learner’s copy, the tutor’s copy has all the scenario-related learning objectives as well as the answer key so teachers can better guide their students.

In the following pages (pp. 11-22) can be seen a tutor’s copy that contains the hypothesis and answers expected from the students, for use by teachers during the sessions. In the student’s copy, the boxes have been left empty and students are expected to form their own hypotheses and answers. In this version, the questions directed to learners are all open-ended and the hypotheses and answers produced during teamwork can be different from the ones suggested in the tutor’s copy.

In the process of PBL, the tutor generally provides the information, but does not answer the questions. Before the session starts, the tutor undertakes the responsibility of making the educational environment suitable for learning (providing books, a calculator, computer, Internet access, as necessary), guiding learners through group discussions, providing equal opportunities for learners in discussions, encouraging them to produce different hypotheses and find different solutions, guiding the group to discuss different areas of a subject when the discussion ends quickly, and informing learners about the session to follow (the venue, time, etc.).

Implementation of PBL follows the procedure below:

All the learners are given learner’s copies and are presented the problem in the first session. In learner’s copies, different parts of every session (e.g. Part 1, Part 2) will be on separate pages, and learners will not be allowed to move to a different part before completing the one they are working on. They will discuss the problem in small groups and clarify the situation. After defining the problem, they will develop hypotheses. The tutor will encourage them to brainstorm about the problem, based on their existing knowledge. At the end of every session, the learners, in their respective groups, will identify the information necessary for solving that specific problem; in other words, what they should learn. All the activities will be conducted on the scenario script, both in written form and verbally. Before coming to the second session, the learners will be expected to research what they should learn individually, outside of class. To help them to do this, some reference books will be recommended to them. In the first fifteen minutes of the second session, they will be provided with a learning environment where they will be able to review that information (information-sharing and peer education). After that, the scenario script to be used in the second session will be handed out to the learners, and they will be encouraged to solve the problems using both quantitative and qualitative problem-solving strategies. They will perform the required mathematical operations, and then discuss the solution in their groups. The last session has been designed in a way that will enable them to go over what they have learned so far. Then, every individual in a group will assess their personal performance and participation in the PBL process.