THE EFFECT OF PROBLEM-BASED LEARNING ON THE CRITICAL THINKING OF STUDENTS IN THE INTELLECTUAL AND ETHICAL DEVELOPMENT UNIT
Abstract:The aim in this study was to determine the effect of problem-based learning (PBL) on the critical thinking of students in the Development and Learning course in the Intellectual and Ethical Development Unit. The experimental model with a pretest-posttest control group was used with 60 students. The experimental group continued for 4 weeks and the students were provided with sample events which included problems, and they were asked to find the necessary information by themselves while explaining these events. In the control group, traditional methods of teaching (expression, question-answer) were used. Scale data were collected with the “Critical Thinking Scale” (Semerci, 2000). The KMO (Kaiser-Meyer-Olkin) value of the scale is 0.75 and Cronbach alpha coefficient is 0.90. The experimental group was more successful.
Document Type: Research Article
Publication date: January 1, 2006
More about this publication?
- The Journal's core purpose is scientific communication in the disciplines of Social Psychology, Developmental and Personality Psychology
- Editorial Board
- Information for Authors
- Submit a Paper
- Subscribe to this Title
- Terms & Conditions
- Contact the Publisher
- Manuscript Guidelines
- ingentaconnect is not responsible for the content or availability of external websites