___

• Acar, B. S. (2004). Analysis of an assessment method for problem-based leaming. European Journal of Engineering Education, 29(2), 231-240.
• Açıkgöz, K. Ü. (2003). Aktiföğrenme.(2. Basla) İzmir: Eğitim Dünyası Yayınları,
• Albanese, M. A. & Mitchell, S. A. (1993). Problem—based learning: A review of the literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81.
• Allsop, R. T. & George, N. H. (1982). Redox in nuffıeld advanced chemistry. Education in Chemistry, 19, 57-59.
• Boud, D. & Feletti, G. I. (Ed.) (1991). The challenge of problem-based learning. London: Kogan Page ,
• Burns, J. C., Okey, J. R. & Wise, K. C. (1985). Development of an integrated process skill test: TIPSII. Journal of Research in Science Teaching, 22(2), 169-177.
• Bütün, E. (2005). Teaching genetic algorithms in electrical engineering education: A problem-based learning approach. International Journal of Electrical Engineering Education, 42(3), 223-455 .
• Chambers, S. K. & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct currect, Journal of Research in Science Teaching, 34, 107—123.
• Dahlgren, M. A. & Öberg, G. (2001). Questioning to learn and learning questions: structure and fımction of problem based learning scenarios in environmental science education, Higher Education, 41, 263-282.
• Dods, R. F. (1996). A problem-based learning design for teaching biochemistry, Journal of Chemical Education, 73(3), 225- 228.
• Gallagher, S. A., Stepian, W. J., Sher, B. T. & Workman, D. (1995). Irnplementing problem-based learning in science classrooms. School Science and Mathematics, 95, 136—146
• Garnett, P. J. & Treagust, D. F. (1992a). Conceptual difŞculties experienced by senior high school students of electrochemistry: electric circuits and oxidation-reduction equations. Journal of Research in Science Teaching, 29, 121—142.
• Garnett, P. J. & Treagust, D. F. (1992b). Conceptual difficulties experienced by senior high school students of electrochemistry: electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29, 1079-1099.
• Garnett, P. J ., Garnet P. J., Hackling, M. W. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69-95.
• Goodnough, K. (2005). Issues in modiŞed problem-based learning: a self-study in pre-service science-teacher education. Canadian Journal of Science, Mathematics, & Technology Education, 5(3), 289-306.
• Herron, J. D. (1990). Research in chemical education: results and directions. in M. Gardner, J .G. Greeno, F. Reif, A.H.Schoenfeld, A.Disessa,&E.Stage (Eds.), Toward A ScienŞtic Practice of Science Education, (pp. 31-54). Hillsdale, NJ: Erlbaum.
• Hofstein, A. & Lunetta, N. N. (1982). The role of the laboratory in science teachingzneglected aspects of research. Review of Educational Research, 52(2), 201-217.
• Hofstein, A. & Lunetta, N. N. (2004). The laboratory in science education: foundations for the twenty-Şrst century. Science Education, 88, 28-54.
• Kaptan, F., & Korkmaz, H. (2001). Fen eğitiminde probleme dayah öğrenme yaklaşımı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 191-192.
• Karabulut, U. S. (2002). Curricular elements of problem-based learning that cause developments of self-directed learning behaviors among students and its implications on elementary education. Unpublished doctoral dissertation, The University of Tennessee, Knoxville.
• Kelly, P. A., Haidet, P., Schneider, V., Searle, N., Seidel, C. L. & Richards, B. F. (2005). A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. Teaching & Learning in Medicine, 17(2), 112-118.
• Krynock, K. B., & Robb, L. (1996). Is problem-based learning a problem for your curriculum? Illinois School Research and Development Journal, 33, 21—24.
• Larive, C. K. (2004). Problem-based learning in the analytical chemistry laboratory course. Analytical & Bioanalytical Chemistry, 380(3), 357-359.
• Lawrance, K. S. (2006). Incorporating problem-based learning exercises into an environmental health curriculum. Journal of Environmental Health, 68(9), 43-47.
• Li-Ling, H. (2004). Developing concept maps from problem-based learning scenario discussions. Journal of Advanced Nursing, 48(5), 510-518.
• McBroom, D. G. & McBroom, W. H. (2001). Teaching molecular genetics to secondary students: An illustration and evaluation using problem based learning. The Problem Log,. 6, 2—4.
• Miller, S. (2003). A comparison of student outcomes following problem-based learning instruction versus traditional lecture learning in a graduate pharmacology course. Journal of the American Academy of Nurse Practitioners, I 5 (12), 550- 556.
• Murray-Harvey, R., & Slee, P. T. (2000). Problem based learning in teacher education: Just the beginning Paper presented at the annual conference of the Australian Association for Research in Education (AARE), Sydney, Australia, 4-6 December.
• Norman, G. R. & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565 .
• Ogude, A. N. & Bradley, J. D. (1994). Ionic conduction and electrical neutrality in operating electrochemical cells. Journal of Chemical Education, 71, 29-34.
• Owens, C. & Stevens, M. (1997). Corrosion and redox chemistry of metals. Australian Science Teachers Journal, 43(3), 29- 37.
• Özden, Y. (2000). Eğitimde dönüşüm: Eğitimde yeni değerler. Ankara: Pegem A Yayıncıhk.
• Parim, G. (2001). Problem tabanlı öğretim yaklaşımı ile DNA, kromozom ve gen kavramlannın öğrenilmesi. Yayınlanmamış yüksek lisans tezi, Marmara Universitesi Fen Bilimleri Enstitüsü, Istanbul.
• Pastirik, P. J. (2006). Using problem-based learning in a large classroom. Nurse Education in Practice 6, 261—267.
• Ram, P. (1999). Problem-based learning in undergraduate education: A sophomore chemistry laboratory. Journal of Chemical Education, 76(8), 1122-1126.
• Ribeiro, L. R. & Mizukami, M. G. (2005). Problem-based learning: A student evaluation of an implementation in postgraduate engineering education. European Journal of Engineering Education, 30(1), 137-149.
• Saban, A. (2000). Öğrenme öğretme süreci, Ankara: Nobel Yayın Dağıtım.
• Sage, S. M. (1996). A qualitative examination of problem-based learning at the K—8 level: Preliminary Şndings. Paper presented at the annual meeting of the American Educational Research Association, New York.
• Sanger, M. J. & Greenbowe, T. G. (1997). Common student misconceptions in electrochemistry: galvanic, electrolytic and concentration cells. Journal of Research in Science Teaching, 34(4), 377-398.
• Schultz, N. & Christensen, H. P. (2004). Seven-step problem-based learning in an interaction design course. European Journal of Engineering Education, 29(4), 533-541.
• Streichert, L. C., O'Carroll, P. W., Gordon, P. R., Stevermer, A. C., Turner, A. M., & Nicola, R. M. (2005). Using problem— based leamiııg as a strategy for cross-discipline emergency preparedness training. Journal of Public Health Management & Practice, I I , 95-99.
• Sungur, S. & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-317.
• Tarhan, L. & Acar, B. (2007). Problem-based learning in an eleventh grade chemistry class: ‘Factors affecting cell potential. Research in Science & Technological Education, 25(3), 351—369.
• Tobin, K. & Cap1e, W. (1981). The development and validation of a group test of logical thinking. Educational and Psychological Measurement, 41(2), 413-423.
• Tümay, H. (2001). Üniversite genel kimya laboratuvarlarında öğrencilerin kavramsal değişimi, başarısı, tutumu ve algılamaları üzerine yapılandırıcı öğretim yönteminin etkileri, Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Whittaker, S. G. & Scheiman, M. (1996). Problem-based teaching in a didactic curriculum - A hybrid approach. Optometric Education, 21 (4), 117-123.
• Yalçın, A. (2003). Lise 2. sınıf öğrencilerinin radyoaktivite ve çekirdek tepkimeleri konusundaki başarılanna ve kavramsal algılamalarına yapılandırrnacı yaklaşımın etkisi ve öğrencilerin bu konu hakkındaki yanlış kavramalarının tespiti, Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Yaman, S. (2005). Fen bilgisi öğretiminde probleme dayah öğrenmenin mantıksal düşünme becerisinin gelişimine etkisi. Türk Fen Eğitimi Dergisi, 2(l), 56-70.
• Yaman, S. & Yal_çın, N. (2005). Fen bilgisi öğretiminde probleme dayalı öğrenme yaklaşımmm yaratıcı düşünme becerisine etkisi. Ilköğretim—Online, 4(1), 42-52. EK: PDÖ SENARYOSU
• “Yıl: 2100 ; Yer: Uzay Araştırma Kurumu — Ankara —Türkiye
• Güneş sisteminin ll. gezegeni henüz keşfedilmiştir. Bu gezegeni araştırmak için Türkiye’den
• astronotların bu gezegene gitmesi gerekmektedir. Bu gezegene gitmek için yapılacak uzay gemisini ülkenin
• değerli bilim insanları olarak siz görevlendirildiniz. Ancak geminin yapılacağı metalin farkh bir özelliğe sahip
• olması gerekmektedir. Çünkü bu gezegen güneş sistemindeki bir çok gezegenden çok farklı özelliklere sahiptir.
• Örneğin gezegenin %89’u denizlerle kaplı, kara miktarı çok az; bu yüzden geminin karaya inme şansı yoktur.
• Yani yapılacak gemi denize inebilecek özelliğe sahip olmalıdır. Ancak deniz suyu dünyadaki deniz suyu gibi
• değildir. Gezegende çok miktarda çinko sülfat olduğu için deniz çinko sülfat tuzunun çözeltisi halindedir.
• Bununla birlikte gezegeni saran hava tabakası da atmosfere benzememektedir. Hava tabakasının % 76,3’ ünü
• sülfürik asit oluşturınaktadır. Bu durumda geminin yapıldığı metal sülfürik asitten etkilenmeyen bir metal
• olmahdır. Acaba böyle bir metal var mıdır?
• Uzay Araştırma Kurumu’nun laboratuvarında gruplar halinde çalışarak uzay gemisinin hangi metalden
• yapılacağını bulunuz.”