Araz Gülsüm, Sungur Semra
Department of Elementary Education, Faculty of Education, Erciyes University, Kayseri, Turkey.
Biochem Mol Biol Educ. 2007 Nov;35(6):448-51. doi: 10.1002/bmb.97.
This study aimed at comparing the effectiveness of problem-based learning (PBL)1 and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, twoinstructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills.
本研究旨在比较基于问题的学习（PBL）和传统的基于讲座的教学法对小学生在遗传学科学单元中的学业成绩和表现技能的有效性，同时控制他们的推理能力。为了实现这一特定目的，两种教学方法被随机分配给两位不同教师所教的完整班级。每位教师都有PBL课程和传统课程。虽然PBL课程的学生（n = 126）在教师的指导下合作解决结构不良的问题，但传统课程的学生（n = 91）接受基于教师讲解、讨论和教科书的教学。研究人员开发了遗传学成就测试来衡量学业成绩和表现技能。协方差多元分析结果表明，与传统课程的学生（分别为M = 10.91和M = 2.20）相比，PBL课程的学生有更高的学业成绩和表现技能得分（分别为M = 11.44和M = 2.67）。这表明PBL课程的学生倾向于更好地掌握与遗传学相关的科学概念，并整合和组织知识。此外，研究发现推理能力在学业成绩和表现技能得分的方差中占很大比例。
