ORTAOKUL 7. SINIF TÜRKÇE DERSLERİNDE PROBLEME DAYALI ÖĞRENMENİN ÖĞRENCİ AKADEMİK BAŞARISINA ETKİSİ
ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN
Artikelinformationen
| Artikelüberschrift | ORTAOKUL 7. SINIF TÜRKÇE DERSLERİNDE PROBLEME DAYALI ÖĞRENMENİN ÖĞRENCİ AKADEMİK BAŞARISINA ETKİSİ |
| Titel des Artikels auf Englisch | ORTAOKUL 7. SINIF TÜRKÇE DERSLERİNDE PROBLEME DAYALI ÖĞRENMENİN ÖĞRENCİ AKADEMİK BAŞARISINA ETKİSİ |
| Band / Nummer | Band: 10 / Nummer: 3 |
| Autor | SERDAR SAVAŞ |
| Artikelsprache | Türkisch |
| DOI |
Zusammenfassung Türkisch
In this work, it is aimed to determine how problem based learning activities effect students’ academic achievement. In the research an experimental pattern with pretest-posttest design were used. Both groups were measured before and after the experiment. This research applied to the 57 seventh grade students in Turkish Language Courses in February, March and April in academic year 2012-2013. In control group, blended approach based on constructive approach was used, while in experimental group, problem based learning application depended on constructive approach was used in teaching process. Scenarios, PowerPoint pictures and cartoons were used in the research. According to the findings in research, the academic achievement of the experimental group who was instructed Turkish Language Course with constructive approach based on problem based learning performed a better success comparing with the control group who was instructed with only blended methods based on constructive approach.
Zusammenfassung Englisch
In this work, it is aimed to determine how problem based learning activities effect students’ academic achievement. In the research an experimental pattern with pretest-posttest design were used. Both groups were measured before and after the experiment. This research applied to the 57 seventh grade students in Turkish Language Courses in February, March and April in academic year 2012-2013. In control group, blended approach based on constructive approach was used, while in experimental group, problem based learning application depended on constructive approach was used in teaching process. Scenarios, PowerPoint pictures and cartoons were used in the research. According to the findings in research, the academic achievement of the experimental group who was instructed Turkish Language Course with constructive approach based on problem based learning performed a better success comparing with the control group who was instructed with only blended methods based on constructive approach.
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