Abstract:

In this research, the study of the meta-analysis is made to identify that the problem-based learning approach affects the attitudes of the students towards science lesson. Therefore, a literature review is made about studies which are in Turkey. Master’s theses and doctoral dissertations (between 2003 and 2013), which are suitable for research problem and have statistical data about the study of the meta-analysis are analyzed by scanning from national database. There are 18 studies, included in the sample, about the effects of the problem-based learning on attitudes of students towards science lesson. The result of the meta-analysis shows that the problem-based learning approach is more effective than traditional teaching methods about the attitudes of the students towards science lesson. The effect rate of the problem-based learning approach is 0,711 (%95 CI, SE=0,200) about students’ attitudes towards science lesson. This rate is moderate level beyond to Cohen’s and his friends’ classification of the effect size (2007). It is identified that in the field of science, the application of the problem-based learning approach’s the greatest effect is on chemistry. It is related that in the level of education it’s the greatest effect is on the university level. According to the effect size for the type of publication it’s the greatest effect is on doctoral dissertations. At the end of the study; according to the results of the research, there are some suggestions for researchers and instructors.

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