Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

Abstract

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

Students’ Views on the Learning Environment Designed Based on Collaborative Problem Solving Method

“…Nitekim öğrencilerin bu ortamda kendilerine verilen bir problemi çözmek için iş birliğine dayalı gruplar halinde çalışmalarının, gerekli kaynaklarla ve kişilerle iletişime geçmelerinin faydalı olduğunu ifade etmeleri bu yöntemin faydalarıyla örtüşmektedir (Duffy & Cunningham, 1996;Hmelo-Silver, 2004). Benzer şekilde alanyazında yapılan araştırmalarda öğrencilerin bu tür öğrenme ortamlarını iş birliği ve problem çözme bakımından beğendikleri sonucunu desteklemektedir (De Wet & Walker, 2013;Konstantaki, 2015;Korucu ve Çakır, 2015). Bir diğer taraftan öğrenciler iş birliğine dayalı problem çözme yönteminin uygulandığı öğrenme ortamını diğer derslerindeki öğrenme ortamlarına göre avantajlı görmektedirler.…”