Abstract:

The purpose of this study is to determine the effect of problem based learning on the preservice science teachers’ attitudes to chemistry lesson. The research was carried out with 82 preservice science teachers in the spring semester of 2011-2012 academic year for 9 weeks. Throughout the study, “nonequivalent control group design” was used. Accordingly, experimental and control groups were selected with the help of the impartial assignment method. The concept of acids and bases was taught with PBL to the experiment group and with traditional learning approach to the control group.The data were obtained from the "Chemistry Lesson Attitude Scale", as applied to the pretest and posttest. Independent samples t-test, paired samples t-test were used and data were analyzed by using SPSS 11.5 (Statistical Package for Social Sciences) program. It is concluded that problem-based learning method is efficient in increasing preservice teachers' attitudes towards chemistry lesson. It is thought that this study will be a guide for new studies and shed light on the future professional lives of the preservice teachers

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