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ERIC Number: EJ1132198
Record Type: Journal
Publication Date: 2017-Feb-23
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1990-3839
The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers
Baysal, Zeliha Nurdan
Educational Research and Reviews, v12 n4 p177-188 Feb 2017
This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one of the qualitative research methods. During the 2014 to 2015 academic year, problem situations related to the subjects of "Historical Values" and "Being a Child in Africa" were studied for five weeks through problem-based learning in the social studies education course. At the end of the process, 16 pre-service teachers with perfect attendance and active participation were interviewed. The interviews were recorded on tape recorders. The obtained data were analyzed via content analysis. The results indicate that problem-based learning (PBL) offers positive reflections/benefits to pre-service elementary school teachers in terms of learning, democracy education, and skills acquisition in social studies education classes. Although one participant considered the course unproductive, the pre-service teachers mostly had positive opinions regarding the problem-based learning process.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A