Özet:

The aim of this study is to investigate the effect of problem-based teaching of science course on academic achievement and problem-solving skills. In this study, a quasi-experimental design with pre-test, post-test, and control group was used. The experimental group was taught with a problem-based learning approach and the control group was taught with a traditional teaching approach. The study was conducted within the scope of Science Course “Spread of Light” subject, on a total of 30 fifth grade students, 15 in the experimental group and 15 in the control group. In the study, problem-solving inventory and academic achievement test were used as data collection tools and the obtained data were analyzed with independent samples t-test and Wilcoxon rank sum test. According to the results of the analysis, there were no statistically significant differences between the two groups in terms of academic achievement and problem-solving skills. The qualitative data of the study were obtained from the second stage of the academic achievement test and it was concluded that the PBL approach made a positive contribution to the students' ability to understand the subject and to make connections between the acquired knowledge.

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