Teachers’ views about problem-based learning through concept cartoons
| dc.contributor.author | Balim A.G. | |
| dc.contributor.author | Turkoguz S. | |
| dc.contributor.author | Ormanci U. | |
| dc.contributor.author | Kacar S. | |
| dc.contributor.author | Evrekli E. | |
| dc.contributor.author | Ozcan E. | |
| dc.date.accessioned | 2025-04-10T11:12:32Z | |
| dc.date.available | 2025-04-10T11:12:32Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life. © 2014, Scientific Methodical Center. All rights reserved. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.14701/49647 | |
| dc.publisher | Scientific Methodical Center | |
| dc.title | Teachers’ views about problem-based learning through concept cartoons | |
| dc.type | Article |