The Effect of Problem-Based Learning on the Critical Thinking of Students in the Intellectual and Ethical Development Unit

Abstract

The aim in this study was to determine the effect of problem-based learning (PBL) on the critical thinking of students in the Development and Learning course in the Intellectual and Ethical Development Unit. The experimental model with a pretest-posttest control group was used with 60 students. The experimental group continued for 4 weeks and the students were provided with sample events which included problems, and they were asked to find the necessary information by themselves while explaining these events. In the control group, traditional methods of teaching (expression, question-answer) were used. Scale data were collected with the “Critical Thinking Scale” (Semerci, 2000). The KMO (Kaiser-Meyer-Olkin) value of the scale is 0.75 and Cronbach alpha coefficient is 0.90. The experimental group was more successful.

Young children's divergent movement ability: a study revisited

“…The results from this study are consistent with the findings from previous research. Teaching strategies that encourage students to inquire, to explore a range of movement possibilities, or to problem-solve activate their critical thinking skills (Bonnette, McBride, & Tolson, 2001;Chen & Cone, 2003;Konstantinidou, Pollatou, & Zachopoulou, 2005;Semerci, 2006). Moreover, the results from this study show that the divergent discovery style promotes aspects of critical thinking.…”

Effectiveness of Critical Thinking Instruction in Higher Education: A Systematic Review of Intervention Studies

“…Three studies (Semerci, 2006;Sendag & Odabasi, 2009;Yuan, Kunaviktikul, Klunklin, & Williams, 2008) examined the effect of problem-based learning (PBL) environments on CT improvement. In those three studies, problems were presented to the students which required them to give solutions through small group discussion and other collaborative activities without explicit instruction on CT principles and procedures.…”

“…They found that students in the online PBL group significantly outperformed those in the online instructor-led group. The other two studies (Semerci, 2006;Yuan et al, 2008) similarly compared the CT skills of two groups of students in which one group was taught in a PBL environment and the other through lecture method. The PBL group in both studies significantly outperformed the lecture group.…”

Pre-Service Teacher Scientific Behavior: Comparative Study of Paired Science Project Assignments

“…According to the literature review conducted in the present study, there is no case study that addresses project practices focusing on research and development and innovation ideas in educational institutions. Most studies are statistical ones that focus on preservice teachers' academic achievement, conceptual development (Tasoglu & Bakac, 2010), critical thinking skills (Semerci, 2006) and motivation (Tosun & Taskesengil, 2012). The present study introduces and evaluates a research and innovation-based learning and teaching approach.…”