DESCRIPTIVE CONTENT ANALYSIS OF PROBLEM-BASED LEARNING RESEARCHES IN SCIENCE EDUCATION IN TURKEY

In this study, descriptive content analysis was performed on the theses that are particularly done on application of Problem-Based Learning (PBL) in science education research in Turkey in terms of the subjects matters studied, the methods employed, sample that subject to investigation, data collection tools and the data analysis methods used. To this end, descriptive analysis of a total number of 40 theses, including 28 master’s and 12 PhD theses, on PBL in science education made between the years 2001-2012 and obtained from the Higher Education Council’s Thesis Database in full text with permission, was made. It was found that 97.5% of the theses, whose descriptive analysis was made, focused on the effect of PBL on learning. And quantitative research design was used 95%, and among this design, mostly quasi-experimental research design with a rate of 85% was used. It was seen that the commonly used data collection tools were achievement test and interest-attitude-aptitude tests. In terms of sample group of the studies, it was seen that there were more studies carried out with undergraduate and primary school (6th-8th graders) students. Findings of this study show that studies on PBL were not widespread in our country until 2006 and that the increase between the years 2006-2010 started to decrease as of 2011. In addition, it was found that most of these studies made were in science and technology education at primary level. It is believed that this study is important in terms of giving an idea to science educators working on PBL and young science educators who are planning to particularly work on application PBL in science eduation.