Investigating the Science Attitudes of Students from Low Socioeconomic Status Families: The Impact of Problem-Based Learning

Autor/inn/en	Seçgin, Tuba; Sungur, Semra
Titel	Investigating the Science Attitudes of Students from Low Socioeconomic Status Families: The Impact of Problem-Based Learning
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 2, S.228-235 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sungur, Semra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21447
Schlagwörter	Scientific Attitudes; Positive Attitudes; Vocational Interests; Science Careers; Science Instruction; Instructional Effectiveness; Genetics; Problem Based Learning; Middle School Students; Low Income Students; Socioeconomic Status; Attitude Change + Suchen Sie Ihr Suchwort? Berufsinteresse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Humangenetik; Problem-based learning; Problemorientiertes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Attitudinal change; Einstellungsänderung
Abstract	This study aimed to examine the effect of the problem-based learning (PBL) on science attitudes of middle school students from low socio-economic status families. For this purpose, two intact classes of the same teacher were randomly assigned as experimental and control groups. In the unit of genetics, the experimental group was taught by PBL while the control group received traditional instruction. Students' attitudes were measured in terms of adoption of scientific attitudes, enjoyment of science lessons, and career interest in science administering a self-report instrument as a pre-test and a post-test. Results showed that after the treatment, although there were not statistically significant differences between two groups with respect to attitude toward science; in the experimental group, the mean scores were found to be consistently higher across all attitude dimensions compared to the control group. In addition, the mean scores suggested an improvement in the attitudes of experimental group students from pre-test to post test. Qualitative findings also revealed that students found PBL enjoyable. According to PBL students, searching for information and writing reports were among the features of the PBL contributing to their learning the most. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01