Perceptions of Teacher Candidates regarding Project-Based Learning
Perceptions of Teacher Candidates regarding Project-Based Learning
Problem Statement. Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectivenessofteachereducationandpedagogicalcoursesintheattainment of knowledge and skills on PBL. Thus, it is important to examineteachercandidates’perceptionsregardingPBLduringtheirteacher education.Purpose of Study. The purpose of this study was to investigate teacher candidates’ perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as ‘What are the perceptions of teacher candidates toward PBL?’Methods. It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014–2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results. According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations. The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.
___
- American Educational Research Association (AERA) (2011). Code of ethics. Retrieved April 30, 2015, from http://www.aera.net/Portals/38/docs/About_AERA/CodeOfEthics(1).pdf
- American Psychological Association (APA) (2010). Ethical principles of psychologists and code of conduct: 2010 amendments. Retrieved April 30, 2015, from http://www.apa.org/ethics/code/index.aspx.
- Alacapinar, F. (2008). Effectiveness of project-based learning. Eurasian Journal of Educational Research, 32, 17-34.
- Ay, S.(2013). Öğretmen adaylarının proje tabanlı öğrenme ve geleneksel öğretime ilişkin görüşleri [Trainee teachers’ views on project-based learning and traditional education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 53- 67.
- Baki, A. & Butuner, S.O. (2009). Kırsal kesimdeki bir ilköğretim okulunda proje yürütme sürecinden yansımalar [Reflections on the project implementation process in a primary school in rural area]. İlköğretim Online, 8 (1), 146–158. Retrieved November 10, 2015, from, http://dergipark.ulakbim.gov.tr/ilkonline/article/view/5000038193/500003 7050
- Baran, M. & Maskan, A. K, (2009). Proje tabanlı öğrenme modelinin fizik öğretmenliği ikinci sınıf öğrencilerinin elektrostatiğe yönelik tutumlarına etkisi [The Effect of Project Based Learning Approach on the Second Year’s Pre-service Physics Teachers’ Attitudes Toward Electrostatics]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 12, 41-52.
- Basbay, M.Y. (2010). Proje tabanlı öğrenme [Project based learning]. Ö. Demirel (Ed.), Eğitimde yeni yönelimler (4. baskı) içinde (ss.67-80). Ankara: Pegem A Yayıncılık.
- Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39–43. Retrieved November 6, 2014 from http://teacherscollegesj.edu/docs/47- pblforthe21century_1226201292135.pdf].
- Benzer, E. (2010). Proje tabanlı öğrenme yaklaşımıyla hazırlanan çevre eğitimi dersinin fen bilgisi öğretmen adaylarının çevre okuryazarlığına etkisi [The effect of environment education lesson prepared with project based learning approach on the preservice science teachers? environmental literacy]. Yayımlanmamış doktora tezi, Marmara Üniversitesi, İstanbul
- Cole, K., Means, B., Simkins, M., & Tavali, F. (2002). Increasing student learning through multimedia projects. Virginia, Alexandria (USA): Association for Supervision and Curriculum Development.
- Cakan, S. (2005). Proje tabanlı öğrenme yaklaşımının uygulandığı 6. sınıf matematik dersine ilişkin öğrenci ve öğretmen görüşleri (Bir eylem araştırması)[ Student and theacher views about sixth class math lesson that the project based learning approach applied (an action research)]. Yayınlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
- Cakiroglu, U. (2014). Enriching project-based learning environments with virtual manipulatives: A comparative study. Eurasian Journal of Educational Research, 55, 201-222. http://dx.doi.org/ 10.14689/ejer.2014.55.12
- Cibik, A.S. (2009). Proje tabanlı öğrenme yaklaşımının öğrencilerin fen bilgisi dersine yönelik tutumlarına etkisi [The effect of the project based learning approach to the attitudes of students towards science lesson]. İlköğretim Online, 8, 36-47. Retrieved December 26, 2014, from http://ilkogretimonline. org.tr/vol8say1/v8s1m4.pdf.
- Cibik, A.S., & Emrahoglu, N. (2008). Proje tabanlı öğrenme yaklaşımının fen bilgisi dersinde öğrencilerin mantıksal düşünme becerilerinin gelişimine etkisi [Impact of project based approach on the improvement of reasoning thinking skills in the science course]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17( 2), 51–66.
- Dag, F. & Durdu, L. (2012). Öğretmen Adaylarının proje tabanlı öğrenme sürecine yönelik görüşleri [Opinions of prospective teachers about project based learning process]. E-Journal of New World Science Academy, 7(1), 200-211. Retrieved January 15, 2015, from http://dergipark.ulakbim.gov.tr/nwsaedu/article/view/5000063134/500005 9283.
- Demirhan, C. (2002). Program geliştirmede proje tabanlı öğrenme yaklaşımı [Project based learning approach in curriculum development]. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Ankara.
- Demirhan, C. & Demirel, Ö. (2003). Program geliştirmede proje tabanlı öğrenme yaklaşımı [Project based learning approach in curriculum development]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 3(5), 48–61.
- Eggen, P. D. & Kauchak, D. P. (2001). Strategies for teachers: Teaching content and thinking skills (4th Ed.). Boston: Allyn and Bacon.
- Erdem, E. & Demirel, Ö. (2002). Program geliştirmede yapılandırmacılık yaklaşımı [Constructivism in curriculum development]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 81-87.
- Erdem, M. & Akkoyunlu, B. (2002). İlköğretim sosyal bilgiler dersi kapsamında beşinci sınıf öğrencileriyle yürütülen ekiple proje tabanlı öğrenme üzerine bir çalışma [A study on project based learning conducted with 5th grade students within the scope of elementary school social sciences course]. İlköğretim- Online, 1, 2–11. Retrieved January 27, 2015 from http://ilkogretimonline. org.tr/vol1say1/v01s01a.pdf
- Gomleksiz, M. N. & Fidan, E. K. (2012). Web tasarımı dersinde proje tabanlı öğrenme yönteminin kullanılmasına ilişkin öğrenci görüşlerinin değerlendirilmesi [Evaluation of students regarding the use of project based learning method in the web design course]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 22(1), 101-116.
- Gultekin, M. (2007). The effect of project based learning on learning outcomes in the fifth-grade science education. Elementary Education Online, 6(1), 93-112. Retrieved January 23, 2015 from http://ilkogretimonline. org.tr/vol6say1/v6s1m8.pdf
- Guven, İ.(2013). Fen ve teknoloji öğretmen adaylarının proje yönetimi deneyimlerinin değerlendirilmesi [Evaluation of prospective science and technology teachers’ experiences of project management]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı(1), 204-218.
- Hamurcu, H. (2003). Okulöncesi eğitimde fen bilgisi öğretimi “proje yaklaşımı” [Science teaching in early childhood education “Project approach”]. Eurasian Journal of Educational Research, 13, 66-72.
- Kalayci, N. (2008). Yükseköğretimde proje tabanlı öğrenmeye ilişkin bir uygulama: Projeyi yöneten öğrenciler açısından analiz [An application related to project based learning in higher education: Analysis in terms of students directing the project]. Eğitim ve Bilim, 33(147), 85-105.
- Karakus, M. & Schreglman, S (2013). Bilişim teknolojileri öğretmenlerinin proje tabanlı öğrenme yaklaşımının uygulanmasında karılaştıkları güçlüklerin incelenmesi [Examination of challenges that teacher of information technologies in implementation of project-based learning approach].
- Gümüşhane Üniversitesi Sosyal Bilimler Elektronik Dergisi, 4(8), 137-155. Koc, Y., Isiksal, M. & Bulut, S.(2007). Elementary school curriculum reform in Turkey. International Education Journal, 8(1), 30-39
- Korkmaz, H. & Kaptan, F. (2001). Fen eğitiminde proje tabanlı öğrenme yaklaşımı [Project-based learning approach in science education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 193-200.
- Korkmaz, H. & Kaptan, F. (2002) Fen eğitiminde proje tabanlı öğrenme yaklaşımının ilköğretim öğrencilerinin akademik başarı, akademik benlik kavramı ve çalışma sürelerine etkisi [The effects of project-based learning on elementary school students’ academic achievement, academic self-concepts and study time in science education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 91- 97.
- Larmer, J. & Mergendoller, J.R. (2010). Seven essentials for project-based learning. Educational Leadership, 68(1), 34-37.
- Lincoln, Y. S., & Guba, E. E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
- Oflaz, V. (2012). Proje Tabanlı Çevre Eğitiminin Öğretmen Adaylarının Çevre Bilincine ve Epistemolojik İnançlarına Etkisi [Effects of project based learning on reservice science teachers' consciousnes towards environment and epistemological beliefs]. Yayımlanmamış doktora tezi, Pamukkale Üniversitesi, Denizli.
- Onen, F., Mertoglu, H., Saka, M., & Gurdal, A. (2010). Hizmet içi eğitimin öğretmenlerin proje ve proje tabanlı öğrenmeye ilişkin bilgilerine ve proje yapma yeterliliklerine etkisi: Öpyep örneği [The effects of in service training on teachers’ knowledge about project-based learning and competencies for conducting projects: ÖPYEP case]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 1(11), 137-158.
- Ovez, M. G. (2007). Orta öğretim 9. sınıf matematik öğretiminde proje tabanlı öğrenmenin öğrenci başarısına etkisi [The effect of project based learning approach on the student success in mathematics teaching 9th class]. Yayınlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
- Ozkan, H. H., Albayrak, M., & Berber, K. (2005). Öğretmen adaylarının ilköğretim okullarında yaptıkları öğretmenlik uygulamasının yetişmelerindeki rolü [Role of teacher candidates teaching practices in elementary schools in their training]. Milli Eğitim Dergisi, 33,168.
- Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5), 1189-1208. Raghavan, K., Coken-Regev, S. & Strobel, S. A. (2001). Student outcomes in a local systemic change project. School Science and Mathematics, 101,417-426.
- Ruangrit, N. (2009). Collaborative project-based learning and blended learning according to the principle of edutainment of participants in the APEC edutainment exchange program. Retrieved April 5, 2015, from http://ejournals.swu.ac.th/index.php/ictl/article/view/384.
- Sahin, H. (2012). Proje tabanlı öğrenme yaklaşımının uygulanmasında fen ve teknoloji öğretmenlerinin karşılaştıkları güçlüklerin incelenmesi [An investigation of the difficulties science and technology teachers experience during the implementation of project-based learning]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 145-166.
- Sirin, A.(2008). Oluşturmacılığın kuramsal temelleri [The Theoretical Foundations of Constructionism]. Marmara Coğrafya Dergisi, 17, 196-205.
- Tertemiz, N. I. (2012). The effects of project- and activity-supported practiceson mathematics education achievement and student views. Eurasian Journal of Educational Research, 46, 159-178.
- Winn, S. (1995) Learning by doing: Teaching research methods through student participation in a commissioned research project. Studies in Higher Education, 20(2), 203-214, DOI: 10.1080/03075079512331381703.
- Yildirim, A. & Simsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin.
- Zeren Ozer, D. & Ozkan, M.(2012). Proje tabanlı öğretimin fen bilgisi öğretmen adaylarının bilimsel süreç becerileri üzerine etkisi [Effects of project-based instruction on scientific process skills of preservice science teachers]. Türk Fen Eğitimi Dergisi, 9(3), 119-130.
- Zorbaz, K. Z. & Cecen, M. A. (2009). Proje tabanlı öğretim ve Türkçe öğretiminde kullanımı [Project-based teaching and its usage in Turkish instruction]. Ankara Universitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 87- 104. DOI: 10.1501/Egifak_0000001139.