The Effect of Project Based Learning Method on Science Process Skills of Prospective Teachers of Science Education in Biology Lessons (Pages: 635-645)
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Abstract
This study has targeted to examine the effect of the Project Based Learning Method on scientific process skills. The study utilized the quasi-experimental model with a post-test control group, and its sampling was 37 pre-service teachers studying their second year at Uludağ University, Science Education Department. An assessment instrument of 28 questions including multiple choice and open ended questions on 11 process skills was used in the study. As a result, it has been noticed that there were not significant differences in view of total scientific process scores between the test group and the control group; however, it has been seen that the pre-service teachers in the test group, who were taught the biology lessons with the Project Based Learning Method, were more successful than the pre-service teachers in control group in developing their process skills of estimating, hypothesizing and examining, determining and changing the variables, measuring, numeral and spatial correlating, data recording, test designing, and interpreting. Nevertheless, in the test group, no development has been seen on the process skills of classifying, observing, and data interpreting
Keywords
Abstract
This study has targeted to examine the effect of the Project Based Learning Method on scientific process skills. The study utilized the quasi-experimental model with a post-test control group, and its sampling was 37 pre-service teachers studying their second year at Uludağ University, Science Education Department. An assessment instrument of 28 questions including multiple choice and open ended questions on 11 process skills was used in the study. As a result, it has been noticed that there were not significant differences in view of total scientific process scores between the test group and the control group; however, it has been seen that the pre-service teachers in the test group, who were taught the biology lessons with the Project Based Learning Method, were more successful than the pre-service teachers in control group in developing their process skills of estimating, hypothesizing and examining, determining and changing the variables, measuring, numeral and spatial correlating, data recording, test designing, and interpreting. Nevertheless, in the test group, no development has been seen on the process skills of classifying, observing, and data interpreting