Abstract:

The aim of this research is to investigate the impact of problem-based learning and problem-based activity design practices on the conceptual learning of teachers' sciences candidates and to determine the views of teachers' candidates on the impact of the process. The method of research is the semi-experimental design of the intest-sontest control group. The study included 38 teachers candidates. The research has used conceptual understanding tests and semi-configured conversation questions, which have been developed by researchers as a data collection tool. Three separate learning modules were prepared by the researchers for use in the 8 week-long experimental process of the study, each of which consists of two sessions on physics, chemistry and biology subjects. The courses in the experimental group are conducted with problem-based learning modules that include the science experiment in each session, while in the control group only with semi-open-end prepared science experiments. The study also designed a problem-based science experiment for high school students at the end of the sessions, while the teacher candidates in the control group designed only scientific experiments. Non-parametric tests were used in the analysis of the research data because the data did not show normal distribution. As a result of the data analysis, the experimental application process found that the conceptual level of understanding of the teachers candidates in the experimental group at the end of the experimental application process was significantly higher than the teachers candidates in the control group. Teachers’ candidates in their opinions have expressed that the problem-based learning method has contributed to their learning, to the increase of their attention in the lesson, to the exchange of opinions, while the problem-based learning practices have difficulty in the phases of problem-solving, researching, and revealing their existing information.

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