The effects of project based learning on undergraduate students' achievement and self-efficacy beliefs towards science teaching

Bilgin I., Karakuyu Y., Ay Y.

Eurasia Journal of Mathematics, Science and Technology Education, cilt.11, sa.3, ss.469-477, 2015 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 3
  • Basım Tarihi: 2015
  • Doi Numarası: 10.12973/eurasia.2014.1015a
  • Dergi Adı: Eurasia Journal of Mathematics, Science and Technology Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.469-477
  • Anahtar Kelimeler: Achievement, Project-based learning, Science and technology teaching, Self-efficacy, Student opinions
  • Hatay Mustafa Kemal Üniversitesi Adresli: Evet

Özet

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled in the Science Teaching Course in a Primary School Education Department of a State University in Turkey. The randomly assigned treatment group (n =33) was instructed based on a PBL method. The control group (n = 33) was instructed through the use of a traditional teaching (TT) method. The Science and Technology Teaching Achievement Test (STTAT) and self-efficacy belief scale (SEBS) were used as pre- and post-test measures. The results showed that students in the treatment group produced better performance on the Post- SEBS and the Post-STTAT. The students in the treatment group expressed mostly positive opinions about the use of the Project-Based Learning method.