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Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education

Yıl 2021, Cilt: 6 Sayı: 2, 133 - 164, 30.09.2021
https://doi.org/10.37995/jotcsc.926720

Öz

The study aimed to reveal the research trends of articles related to PBL in chemistry education and to provide insights into the characteristics of the research activities through bibliometric and descriptive content analyses. For bibliometric analysis, a total of 119 articles were accessed from the Web of Science (WoS), and for descriptive content analysis, a total of 30 articles were eliminated from the “Education & Educational Research” category of WoS. In bibliometric analysis, author keywords, words in the abstracts, citation analyses, and co-citation analyses in the articles were analyzed to reveal an overall picture in the related literature. Then, a descriptive content analysis was performed to examine in detail the fields of research, variables, methods, sample groups, data collection tools, data analysis methods, and the results highlighted in the articles. The bibliometric analysis results showed that the most-used keywords were problem-solving/decision making, problem-based learning, undergraduate, inquiry-based/discovery learning, laboratory instruction, and collaborative/cooperative learning. The most used words in the abstracts of the articles were a problem, students, learning, study, course, approach, skill, and chemistry. The most cited authors were Leman Tarhan, Santiago Sandi-Urena, Melanie M. Cooper, and Todd A. Gatlin. The top two journals in the terms of the total number of articles and the most cited were “Journal of Chemical Education” and “Chemistry Education Research and Practice”. The descriptive content analysis results showed that undergraduate chemistry laboratories and chemistry courses were the main learning environments for PBL settings in chemistry education. Undergraduate students were the most frequently preferred sample. The most examined variables in the articles were academic achievement, views about PBL and attitude. Quantitative and qualitative studies were the main research focus, but there was a limited number of mixed studies. Also, interviews, achievement tests, and alternative assessment tools were widely used as data collection tools in the articles. 

Kaynakça

  • Alharbi, H.A. (2017). The effectiveness of problem based learning: literature review. International Journal of Current Research, 9(4), 49559-49565.
  • Aydoğdu, C. (2012). The effect of problem based learning strategy in electrolysis and battery subject teaching. Hacettepe University, Journal of Education, 42, 48-59.
  • Ayyıldız, Y. & Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in science & Technological Education, 36(1), 35-54.
  • Baran, M. & Sozbilir, M. (2018). An Application of context- and problem-based learning (C-PBL) into teaching thermodynamics. Research in Science Education, 48, 663-689.
  • Barrows, H. S., & Tamblyn, R. S. (1980). Problem-based learning and approach to medical education. Berlin, Hiedelberg, New York: Springer.
  • Bhatt, Y., Ghuman, K. & Dhir, A. (2020). Sustainable manufacturing. Bibliometrics and content analysis. Journal of Cleaner Production, 260(2020), 120988.
  • Butler, S. M. (1999). The process of problem-based learning: a literature review. Journal of Health Occupations Education, 13(1), 133-167.
  • Chen, D., Liu, Z., Luo, Z., Webber, M. & Chen, J. (2016). Bibliometric and visualized analysis of emergy research. Ecological Engineering, 90, 285–293.
  • Chonkaew, P., Sukhummek, B. & Faikhamta, C. (2016). Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry. Chemistry Education Research and Practice, 17, 842-861.
  • Chopra, I., O’Connor, J., Pancho, R., Chrzanowski, M. & Sandi-Urena, S. (2017). Reform in a general chemistry laboratory: how do students experience change in the instructional approach? Chemistry Education Research and Practice, 18, 113-126.
  • Current, K. & Kowalske, M. G. (2016). The effect of instructional method on teaching assistants’ classroom discourse. Chemistry Education Research and Practice, 17, 590-603.
  • Çalık, M. & Sozbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39 (174), 33-38.
  • Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VI: Association for Supervision and Curriculum Development.
  • Dolder, C., Olin, J. & Alston, G. (2012). Prospective measurement of a problem based learning course sequence. American Journal of Pharmaceutical Education, 76(9), 179.
  • Dolmans, Diana H. J. M., Gijselaers, Wim H., Moust, Jos H. C., de Grave, Willem S., Wolfhagen, Ineke H. A. P. & Van Der Vleuten, Cees P. M. (2002). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Medical Teacher, 24(2), 173-180.
  • Domin, D. S. (2007). Students’ perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice, 8(2), 140-152.
  • Donnel, C. Mc., O'Connor, C. & Seery, M. K. (2007). Developing practical chemistry skills by means of student-driven problem based learning mini-projects. Chemistry Education Research and Practice, 8(2), 130-139.
  • Driessen, E. & Van Der Vleuten, C. (2000). Matching student assessment to problem-based learning: Lessons from experience in a law faculty. Studies in Continuing Education, 22(2), 235–248.
  • Duncanhewitt, W. C. (1992). Formulation problem-solving as alternative to traditional pharmaceutics. American Journal of Pharmaceutical Education, 56(3), 242-251.
  • Eichler, J. F. & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208.
  • Günter, T., Akkuzu, N. & Alpat, S. (2017). Understanding ‘green chemistry’ and ‘sustainability’: an example of problem-based learning (PBL). Research in Science & Technological Education, 35(4), 500-520.
  • Günter, T. & Kılınç-Alpat, S. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry". Chemistry Education Research and Practice, 18, 78-98.
  • Hallinger, P. & Bridges, E. M. (2017). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly, 53(2), 255–288.
  • Hmelo-Silver C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235–266.
  • Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. The Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.
  • Hung, W. & Loyens, S. M. M. (2012). Global development of problem-based learning: Adaption, adaptation, and advancement. Interdisciplinary Journal of Problem-based Learning, 6(1), 4-9.
  • Hung W. & Amida A. (2020) Problem-based learning in college science. In: Mintzes J., Walter E. (Eds) Active Learning in College Science. Springer, Cham.
  • Li, H. C. & Tsai, T. L. (2017). The implementation of problem-based learning in a Taiwanese primary mathematics classroom: Lessons learned from the students’ side of the story. Educational Studies, 43, 354-369.
  • Kelly, O. & Finlayson, O. (2009). A hurdle too high? Students’ experience of a PBL laboratory module. Chemistry Education Research and Practice, 10, 42-52.
  • Kelly, O. C. & Finlayson, O. E. (2007). Providing solutions through problem based learning for the undurgraduate 1st year chemistry laboratory. Chemistry Education Research and Practice, 8(3), 347-361.
  • Laredo, T. (2013). Changing the first-year chemistry laboratory manual to implement a problem-based approach that improves student engagement. Journal of Chemical Education, 90(9), 1151-1154.
  • Mao , N., Wang, M. & Ho, Y. (2010). A bibliometric study of the trend in articles related to risk assessment published in science citation index. Human and Ecological Risk Assessment, 16(4), 801-824.
  • Mataka, L. M. & Kowalske, M. G. (2015). The influence of PBL on students’ self-efficacy beliefs in chemistry. Chemistry Education Research and Practice, 16, 929-938.
  • Overton, T. L. & Bradley, J. S. (2010). Internationalisation of the chemistry curriculum: two problem-based learning activities for undergraduate chemists. Chemistry Education Research and Practice, 11, 124-128.
  • Overton, T. L. & Randles, C. A. (2015). Beyond problem-based learning: using dynamic PBL in chemistry. Chemistry Education Research and Practice, 16, 251-259.
  • Pesta, B., Fuerst, J. & Kirkegaard, E. O. W. (2018). Bibliometric keyword analysis across seventeen years (2000–2016) of intelligence articles. Journal of Intelligence, 6(4), 1-12.
  • Polonco, R., Calderon, P. & Delgado, F. (2004). Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innovation in Education and Teaching International, 41(2), 145–155.
  • Rodriguez-Becerra, J., Caceres-Jensen, L., Diaz, T., Druker, S., Padilla, V. B., Pernaa, J. & Aksela, M. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21, 638-654.
  • Sağır, S. U., Yalçın-Çelik, A. & Öner-Armağan, F. (2009). The effect of problem based learning strategy in metalic activity subject teaching. Hacettepe University, Journal of Education, 36, 283-293.
  • Sandi-Urena, S, Cooper, M. M. & Gatlin, T. A. (2011a). Graduate teaching assistants’ epistemological and metacognitive development. Chemistry Education Research and Practice, 12, 92-100.
  • Sandi-Urena, S, Cooper, M. M., Gatlin, T. A. & Bhattacharyya, G. (2011b). Students’ experience in a general chemistry cooperative problem based laboratory. Chemistry Education Research and Practice, 12, 434-442.
  • Senocak, E., Taskesenligil, Y. & Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37, 279-290.
  • Senocak, E. (2009). Development of an instrument for assessing undergraduate science students’ perceptions: The problem-based learning environment inventory. Journal of Science Education and Technology, 18(6), 560-569.
  • Shankar, P. R. (2010). Problem-based Learning: A review. Journal of Clinical and Diagnostic Research, 4, 3249-3254.
  • Smith, C. J. (2012). Improving the school-to-university transition: using a problem-based approach to teach practical skills whilst simultaneously developing students’ independent study skills. Chemistry Education Research and Practice, 13, 490-499.
  • Soderberg, P. & Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35–55.
  • Solomon, P. (2005). Problem-based Learning: A review of current issues relevant to physiotherapy education. Physiotherapy Theory and Practice, 21(1), 37-49.
  • Sozbilir, M., Kutu, H. & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In D. Jorde & J. Dillon (Eds). Science Education Research and Practice in Europe: Retrospective and Prospective (p. 341-374). Rotterdam: Sense Publishers.
  • Tarhan, L., & Ayyıldız, Y. (2015). The views of undergraduates about problem-based learning applications in a biochemistry course. Journal of Biological Education 49(2), 116–126.
  • Tarhan, L., Ayar-Kayali, H., Ozturk-Urek, R. & Acar B. (2008). Problem-based learning in 9th grade chemistry class: Intermolecular forces. Research in Science Education, 38(3), 285-300.
  • Tarhan, L. & Acar-Sesen, B. (2013). Problem based learning in acids and bases: learning achievements and students’ beliefs. Journal of Baltic Science Education, 12(5), 565-578.
  • Tatar, E. & Oktay, M. (2011). The effectiveness of problem-based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29(3), 315-332.
  • Tosun, C. & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14, 36-50.
  • Van Eck, N. J. & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84, 523–538.
  • Vogel, R., & Masal, D. (2015). Public leadership: A review of the literature and framework for future research. Public Management Review, 17(8), 1165–1189.
  • Ward, J. D. & Lee, C. L. (2002). A review of Problem-based learning. Journal of Family and Consumer Sciences Education, 20(1), 16-26.
  • Williams, D. P., Woodward, J. R., Symons, S. L. & Davies, D. L. (2010). A Tiny Adventure: the introduction of problem based learning in an undergraduate chemistry course. Chemistry Education Research and Practice, 11, 33-42.
  • Wong, K. K. H. & Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39, 625-642.
  • Yew, E. H. J. & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79.
  • Yoon, H., Woo, A. J., Treagust, D. & Chandrasegaran, A. L. (2014). The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education, 36(1), 79-102.
  • Zakaria, M. K., Maat, S. M. & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10, 2671-2688.
  • Zoller, U. & Puskin, D. (2007). Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8(2), 153-171.

Probleme Dayalı Öğrenmenin Kimya Eğitiminde Kullanımına Yönelik Makalelerin Bibliyometrik ve Betimsel İçerik Analizleri

Yıl 2021, Cilt: 6 Sayı: 2, 133 - 164, 30.09.2021
https://doi.org/10.37995/jotcsc.926720

Öz

The study aimed to reveal the research trends of articles related to PBL in chemistry education and to provide insights into the characteristics of the research activities through bibliometric and content analysis methods. For bibliometric analysis, a total of 119 articles were accessed from the Web of Science (WoS), and for content analysis, a total of 30 articles were eliminated from the 'Education & Educational Research’ category of WoS. In bibliometric analysis, author keywords, words in the abstracts, citation analyses and co-citation analyses in the articles were analyzed to reveal an overall picture in the related literature. Then, a content analysis was performed to examine in detail the fields of research, variables, methods, sample groups, data collection tools, data analysis methods and the results highlighted in the articles. The bibliometric analysis results showed that the most-used keywords in the abstracts were problem solving/decision making, problem-based learning, undergraduate, inquiry-based/discovery learning, laboratory instruction and collaborative/cooperative learning. The most used words in the abstracts of the articles were problem, students, learning, study, course, approach, skill, chemistry and group. The most cited authors were Leman Tarhan, Santiago Sandi-Urena, Melanie M. Cooper and Todd A. Gatlin. The top two journals in terms of total number of articles published and the most cited were Journal of Chemical Education and Chemistry Education Research and Practice. The content analysis results showed that university chemistry laboratories and chemistry courses were the main learning environments for PBL settings in chemistry education. Undergraduate students were the most frequently preferred sample. The most examined variables in the articles were academic achievement, views about PBL and attitude. Quantitative and qualitative studies were the main research focus, but there was a limited number of mixed studies. Also, interviews, achievement tests and alternative assessment tools were widely used as data collection tools in the articles.

Kaynakça

  • Alharbi, H.A. (2017). The effectiveness of problem based learning: literature review. International Journal of Current Research, 9(4), 49559-49565.
  • Aydoğdu, C. (2012). The effect of problem based learning strategy in electrolysis and battery subject teaching. Hacettepe University, Journal of Education, 42, 48-59.
  • Ayyıldız, Y. & Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in science & Technological Education, 36(1), 35-54.
  • Baran, M. & Sozbilir, M. (2018). An Application of context- and problem-based learning (C-PBL) into teaching thermodynamics. Research in Science Education, 48, 663-689.
  • Barrows, H. S., & Tamblyn, R. S. (1980). Problem-based learning and approach to medical education. Berlin, Hiedelberg, New York: Springer.
  • Bhatt, Y., Ghuman, K. & Dhir, A. (2020). Sustainable manufacturing. Bibliometrics and content analysis. Journal of Cleaner Production, 260(2020), 120988.
  • Butler, S. M. (1999). The process of problem-based learning: a literature review. Journal of Health Occupations Education, 13(1), 133-167.
  • Chen, D., Liu, Z., Luo, Z., Webber, M. & Chen, J. (2016). Bibliometric and visualized analysis of emergy research. Ecological Engineering, 90, 285–293.
  • Chonkaew, P., Sukhummek, B. & Faikhamta, C. (2016). Development of analytical thinking ability and attitudes towards science learning of grade-11 students through science technology engineering and mathematics (STEM education) in the study of stoichiometry. Chemistry Education Research and Practice, 17, 842-861.
  • Chopra, I., O’Connor, J., Pancho, R., Chrzanowski, M. & Sandi-Urena, S. (2017). Reform in a general chemistry laboratory: how do students experience change in the instructional approach? Chemistry Education Research and Practice, 18, 113-126.
  • Current, K. & Kowalske, M. G. (2016). The effect of instructional method on teaching assistants’ classroom discourse. Chemistry Education Research and Practice, 17, 590-603.
  • Çalık, M. & Sozbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39 (174), 33-38.
  • Delisle, R. (1997). How to use problem-based learning in the classroom. Alexandria, VI: Association for Supervision and Curriculum Development.
  • Dolder, C., Olin, J. & Alston, G. (2012). Prospective measurement of a problem based learning course sequence. American Journal of Pharmaceutical Education, 76(9), 179.
  • Dolmans, Diana H. J. M., Gijselaers, Wim H., Moust, Jos H. C., de Grave, Willem S., Wolfhagen, Ineke H. A. P. & Van Der Vleuten, Cees P. M. (2002). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Medical Teacher, 24(2), 173-180.
  • Domin, D. S. (2007). Students’ perceptions of when conceptual development occurs during laboratory instruction. Chemistry Education Research and Practice, 8(2), 140-152.
  • Donnel, C. Mc., O'Connor, C. & Seery, M. K. (2007). Developing practical chemistry skills by means of student-driven problem based learning mini-projects. Chemistry Education Research and Practice, 8(2), 130-139.
  • Driessen, E. & Van Der Vleuten, C. (2000). Matching student assessment to problem-based learning: Lessons from experience in a law faculty. Studies in Continuing Education, 22(2), 235–248.
  • Duncanhewitt, W. C. (1992). Formulation problem-solving as alternative to traditional pharmaceutics. American Journal of Pharmaceutical Education, 56(3), 242-251.
  • Eichler, J. F. & Peeples, J. (2016). Flipped classroom modules for large enrollment general chemistry courses: A low barrier approach to increase active learning and improve student grades. Chemistry Education Research and Practice, 17, 197-208.
  • Günter, T., Akkuzu, N. & Alpat, S. (2017). Understanding ‘green chemistry’ and ‘sustainability’: an example of problem-based learning (PBL). Research in Science & Technological Education, 35(4), 500-520.
  • Günter, T. & Kılınç-Alpat, S. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry". Chemistry Education Research and Practice, 18, 78-98.
  • Hallinger, P. & Bridges, E. M. (2017). A systematic review of research on the use of problem-based learning in the preparation and development of school leaders. Educational Administration Quarterly, 53(2), 255–288.
  • Hmelo-Silver C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3), 235–266.
  • Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. The Interdisciplinary Journal of Problem-based Learning, 1(1), 21–39.
  • Hung, W. & Loyens, S. M. M. (2012). Global development of problem-based learning: Adaption, adaptation, and advancement. Interdisciplinary Journal of Problem-based Learning, 6(1), 4-9.
  • Hung W. & Amida A. (2020) Problem-based learning in college science. In: Mintzes J., Walter E. (Eds) Active Learning in College Science. Springer, Cham.
  • Li, H. C. & Tsai, T. L. (2017). The implementation of problem-based learning in a Taiwanese primary mathematics classroom: Lessons learned from the students’ side of the story. Educational Studies, 43, 354-369.
  • Kelly, O. & Finlayson, O. (2009). A hurdle too high? Students’ experience of a PBL laboratory module. Chemistry Education Research and Practice, 10, 42-52.
  • Kelly, O. C. & Finlayson, O. E. (2007). Providing solutions through problem based learning for the undurgraduate 1st year chemistry laboratory. Chemistry Education Research and Practice, 8(3), 347-361.
  • Laredo, T. (2013). Changing the first-year chemistry laboratory manual to implement a problem-based approach that improves student engagement. Journal of Chemical Education, 90(9), 1151-1154.
  • Mao , N., Wang, M. & Ho, Y. (2010). A bibliometric study of the trend in articles related to risk assessment published in science citation index. Human and Ecological Risk Assessment, 16(4), 801-824.
  • Mataka, L. M. & Kowalske, M. G. (2015). The influence of PBL on students’ self-efficacy beliefs in chemistry. Chemistry Education Research and Practice, 16, 929-938.
  • Overton, T. L. & Bradley, J. S. (2010). Internationalisation of the chemistry curriculum: two problem-based learning activities for undergraduate chemists. Chemistry Education Research and Practice, 11, 124-128.
  • Overton, T. L. & Randles, C. A. (2015). Beyond problem-based learning: using dynamic PBL in chemistry. Chemistry Education Research and Practice, 16, 251-259.
  • Pesta, B., Fuerst, J. & Kirkegaard, E. O. W. (2018). Bibliometric keyword analysis across seventeen years (2000–2016) of intelligence articles. Journal of Intelligence, 6(4), 1-12.
  • Polonco, R., Calderon, P. & Delgado, F. (2004). Effects of a problem-based learning program on engineering students’ academic achievements in a Mexican university. Innovation in Education and Teaching International, 41(2), 145–155.
  • Rodriguez-Becerra, J., Caceres-Jensen, L., Diaz, T., Druker, S., Padilla, V. B., Pernaa, J. & Aksela, M. (2020). Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21, 638-654.
  • Sağır, S. U., Yalçın-Çelik, A. & Öner-Armağan, F. (2009). The effect of problem based learning strategy in metalic activity subject teaching. Hacettepe University, Journal of Education, 36, 283-293.
  • Sandi-Urena, S, Cooper, M. M. & Gatlin, T. A. (2011a). Graduate teaching assistants’ epistemological and metacognitive development. Chemistry Education Research and Practice, 12, 92-100.
  • Sandi-Urena, S, Cooper, M. M., Gatlin, T. A. & Bhattacharyya, G. (2011b). Students’ experience in a general chemistry cooperative problem based laboratory. Chemistry Education Research and Practice, 12, 434-442.
  • Senocak, E., Taskesenligil, Y. & Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37, 279-290.
  • Senocak, E. (2009). Development of an instrument for assessing undergraduate science students’ perceptions: The problem-based learning environment inventory. Journal of Science Education and Technology, 18(6), 560-569.
  • Shankar, P. R. (2010). Problem-based Learning: A review. Journal of Clinical and Diagnostic Research, 4, 3249-3254.
  • Smith, C. J. (2012). Improving the school-to-university transition: using a problem-based approach to teach practical skills whilst simultaneously developing students’ independent study skills. Chemistry Education Research and Practice, 13, 490-499.
  • Soderberg, P. & Price, F. (2003). An examination of problem-based teaching and learning in population genetics and evolution using EVOLVE, a computer simulation. International Journal of Science Education, 25(1), 35–55.
  • Solomon, P. (2005). Problem-based Learning: A review of current issues relevant to physiotherapy education. Physiotherapy Theory and Practice, 21(1), 37-49.
  • Sozbilir, M., Kutu, H. & Yasar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In D. Jorde & J. Dillon (Eds). Science Education Research and Practice in Europe: Retrospective and Prospective (p. 341-374). Rotterdam: Sense Publishers.
  • Tarhan, L., & Ayyıldız, Y. (2015). The views of undergraduates about problem-based learning applications in a biochemistry course. Journal of Biological Education 49(2), 116–126.
  • Tarhan, L., Ayar-Kayali, H., Ozturk-Urek, R. & Acar B. (2008). Problem-based learning in 9th grade chemistry class: Intermolecular forces. Research in Science Education, 38(3), 285-300.
  • Tarhan, L. & Acar-Sesen, B. (2013). Problem based learning in acids and bases: learning achievements and students’ beliefs. Journal of Baltic Science Education, 12(5), 565-578.
  • Tatar, E. & Oktay, M. (2011). The effectiveness of problem-based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29(3), 315-332.
  • Tosun, C. & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14, 36-50.
  • Van Eck, N. J. & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84, 523–538.
  • Vogel, R., & Masal, D. (2015). Public leadership: A review of the literature and framework for future research. Public Management Review, 17(8), 1165–1189.
  • Ward, J. D. & Lee, C. L. (2002). A review of Problem-based learning. Journal of Family and Consumer Sciences Education, 20(1), 16-26.
  • Williams, D. P., Woodward, J. R., Symons, S. L. & Davies, D. L. (2010). A Tiny Adventure: the introduction of problem based learning in an undergraduate chemistry course. Chemistry Education Research and Practice, 11, 33-42.
  • Wong, K. K. H. & Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39, 625-642.
  • Yew, E. H. J. & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75-79.
  • Yoon, H., Woo, A. J., Treagust, D. & Chandrasegaran, A. L. (2014). The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education, 36(1), 79-102.
  • Zakaria, M. K., Maat, S. M. & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10, 2671-2688.
  • Zoller, U. & Puskin, D. (2007). Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chemistry Education Research and Practice, 8(2), 153-171.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma makaleleri
Yazarlar

Cemal Tosun 0000-0002-1236-9548

Erdal Şenocak Bu kişi benim 0000-0002-6649-3528

Yavuz Taşkesenligil Bu kişi benim 0000-0001-9166-3106

Yayımlanma Tarihi 30 Eylül 2021
Gönderilme Tarihi 23 Nisan 2021
Kabul Tarihi 23 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

APA Tosun, C., Şenocak, E., & Taşkesenligil, Y. (2021). Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, 6(2), 133-164. https://doi.org/10.37995/jotcsc.926720