Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning

Autor/in	Efendioglu, Akin
Titel	Problem-Based Learning Environment in Basic Computer Course: Pre-Service Teachers' Achievement and Key Factors for Learning
Quelle	In: Journal of International Education Research, 11 (2015) 3, S.205-216 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Problem Based Learning; Educational Environment; Computer Literacy; Preservice Teachers; Learning Processes; Performance Factors; Lecture Method; Science Achievement; Achievement Gains; Creativity; Cognitive Ability; Affective Objectives; Learning Strategies; Learning Experience; Technological Literacy; Academic Achievement; Experimental Groups; Control Groups; Interviews; Student Teacher Attitudes; Qualitative Research; Instructional Effectiveness; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computerkenntnisse; Learning process; Lernprozess; Leistungsindikator; Achievement gain; Leistungssteigerung; Kreativität; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernerfahrung; Technisches Wissen; Schulleistung; Interviewing; Interviewtechnik; Qualitative Forschung; Unterrichtserfolg; Ausland; Türkei
Abstract	This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than those in the LBCC group. Moreover, challenging, creativity, cognitive and affective attainments, and group aspects are regarded as positive learning keys in the PBL group; by contrast, in the LBCC group, the ease of learning and effective learning are found as positive learning keys, while superficial learning and adverse affective aspects are negative learning keys. Finally, these findings are discussed in terms of pre-service teachers' learning and skills and also the learning approaches used in the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01