Effects of Problem Based Learning Approach on 5th Grade Students’ Misconceptions about Heat and Temperature

Abstract

The purpose of this study was to investigate the effect of Problem Based Learning (PBL) approach on 5th grade students’ misconceptions about certain topics of “Heat and Temperature”. This study is an experimental study with a pre-test, post-test, control group design. Sample of the study consisted of 64 fifth grade students (27 in experimental group, 37 in control group) who were attending an elementary school in a town which is located at Central Anatolian Region in Turkey.  Students in experimental group were instructed by applying Problem Based Learning approach and control group was taught by utilizing traditional teaching methods. Instructional period took 13 weeks. Students’ misconceptions were determined by administering the “Heat and Temperature Concept Test” just before and 3 weeks after the instructional period. The results of the study showed that PBL approach was more effective than traditional instruction in reducing the misconceptions about Heat and Temperature topics.

Keywords: Problem Based Learning, Science teaching, Heat and Temperature, Misconceptions, 5^th grade students