A Physics Laboratory Course Designed Using Problem-Based Learning for Prospective Physics Teachers

Autor/inn/en	Ünal, Cezmi; Özdemir, Ömer Faruk
Titel	A Physics Laboratory Course Designed Using Problem-Based Learning for Prospective Physics Teachers
Quelle	In: European Journal of Science and Mathematics Education, 1 (2013) 1, S.29-33 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Science Instruction; Science Education; Physics; Science Laboratories; Problem Based Learning; Science Teachers; Preservice Teachers; Science Process Skills; Constructivism (Learning); Science Experiments; Science Activities; Student Centered Learning; Scientific Concepts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Physik; Problem-based learning; Problemorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	In general, laboratories are exercises with a primary focus on the verification of established laws and principles, or on the discovery of objectively knowable facts. In laboratories, students gather data without comprehending the meaning of their actions. The cognitive demand of laboratory tasks is reduced to a minimal level. To prevent these deficiencies, activities in a physics laboratory course were redesigned using problem-based learning. Problem-based learning is an inquiry based instructional design in which experiential learning organized around the investigation, explanation, and resolution of meaningful problems. In activities, instructional strategy is student-centered and learning has to occur in small student groups under the guidance of a tutor. Authentic real world problems are primarily encountered in the learning sequence. To solve the problems, students propose hypothesis, and test their hypothesis with suitable experiment designs. Laboratory design and instruction strategies are very suitable for performing science process skills. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01