The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course
Abstract views: 404
/ 
PDF downloads: 198
DOI:
https://doi.org/10.33200/ijcer.1056504Keywords:
Social Studies, problem-based learning, entrepreneurshipAbstract
ÖzThis research aimed at examining the effect of problem-based learning (PBL) on students’ entrepreneurship level in the Social Studies course. The research adopted an embedded design, one of the mixed-methods research. The participants were the 6th-grade students studying in a state secondary school in Ağrı during the spring semester of the 2020-2021 academic year and their Social Studies teacher. Data collection tools were Entrepreneurship Scale for Secondary School Students, semi-structured interviews, unstructured observation, anecdote, research diary, and checklists. For the statistical data, t-test and mixed model ANOVA (split plot) were used for independent samples, and an inductive analysis technique was used when analyzing qualitative data. It was found that problem-based learning had a statistically significant effect on students’ entrepreneurship level. Besides, participants saw problem-based learning as an approach that contributed to their entrepreneurship level. Based on the findings, the use of problem-based learning in the Social Studies course was suggested, which aims to provide entrepreneurship to the students.
References
• Akın, S. (2008). Anız yangınları, ozon tabakasındaki incelme ve motorlu taşıtlardan kaynaklanan çevre sorunlarının probleme dayalı öğrenme yöntem ile öğretimi. (Master’s dissertation). Atatürk University, Institute of Science.
• Akınoğlu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81. https://doi.org/10.12973/ejmste/75375
• Alagöz, B. (2009). Sosyal bilgiler öğretmen adaylarında çevre bilincinin geliştirilmesinde probleme dayalı öğrenme yönteminin etkisi. (Doctoral dissertation). Gazi University, Institute of Educational Sciences.
• Alias, M., Masek, A., & Salleh, H. H. M. (2015). Self, peer and teacher assessments in problem based learning: Are they in agreements? Procedia Social and Behavioral Sciences, 204, 309-317. https://doi.org/10.1016/j.sbspro.2015.08.157
• Arcagök, S. (2016). Dördüncü sınıf öğrencilerinin sosyal bilgiler dersindeki özerklik desteği algılarının motivasyon, girişimcilik ve yaratıcılık ile ilişkisi. (Doctoral dissertation). Çanakkale Onsekiz Mart University, Institute of Educational Sciences.
• Asyari, M., Al Muhdhar, M. H. I., & Susilo, H. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36-44. https://doi.org/10.1108/IJLLS-10-2014-0042
• Ateş, Y. (2018). Sosyal bilgiler öğretmen adaylarının sosyal girişimcilik özelliklerinin ve eleştirel düşünme eğilimlerinin incelenmesi. (Masters’s dissertation). Erzincan University, Institute of Social Sciences.
• Awang, H., & Ramly, I. (2008). Creative thinking skill approach through problem-based learning: Pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences, 3(1), 18-23. https://doi.org/10.5281/zenodo.1084906
• Aybek, H. (2019). Tıp fakültesi öğrencilerinin probleme dayalı öğrenmeye ilişkin görüş ve tutumlarının değerlendirilmesi. (Master’s dissertation). Akdeniz University, Institute of Health Sciences.
• Bai, X., Zhang, X., Wang, X., Lu, L., Liu, Q., & Zhou, Q. (2017). Follow-up assessment of problem-based learning in dental alveolar surgery education: A pilot trial. International Dental Journal, 67(3), 180–185. https://doi.org/10.1111/idj.12275
• Barr, R., Barth, J. L., & Shermis, S. S. (1998). The nature of social studies. ETC Publications.
• Cui, X. (2016). An empirical study of problem-based learning of English in China. (Master’s dissertation). University of Connecticut, Department of Educational Psychology.
• De Chambeau, A. L., & Ramlo, S. E. (2017). STEM high school teachers’ views of implementing PBL: An investigation using anecdote circles. Interdisciplinary Journal of Problem-Based Learning, 11(1), 7-20. https://doi.org/10.7771/1541-5015.1566
• Deveci, H. (2002). Sosyal bilgiler dersinde probleme dayalı öğrenmenin öğrencilerin derse ilişkin tutumlarına, akademik başarılarına ve hatırlama düzeylerine etkisi. (Doctoral dissertation). Anadolu University, Institute of Educational Sciences.
• Dochy, F., Segers, M., Van Den Bossche, P., & Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning Environments Research, 8(1), 41-66. https://doi.org/10.1007/s10984-005-7948-x
• Eroğlu, S., Deveci, H., & Gürdoğan Bayır, Ö. (2020). Ortaokul öğrencilerine yönelik girişimcilik ölçeği’nin geliştirilmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 9(4), 1204-1224. https://doi.org/10.30703/cije.696086
• Ersoy, E., & Başer N. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia Social and Behavioral Sciences, 116, 3494-3498. https://doi.org/10.1016/j.sbspro.2014.01.790
• Galukande, M., Katamba, A., Kiguli, S., Kiguli-Malwadde, E., Kijjambu, S., & Sewankambo, N. (2015). Problem based learning: Tutors’ views 5 years after implementation at a sub-Saharan University. African Health Sciences, 15(1), 261-268. https://doi.org/10.4314/ahs.v15i1.34
• Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based learning to improve students' mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2), 291-300. https://doi.org/10.22342/jme.9.2.5394.291-300
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Hüseyin BAYRAM, Handan DEVECİ
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
