The Problem-based Learning Process: Reflections of Pre-service Elementary School Teachers

Creative Commons License

Baysal Z. N.

Educational Research and Reviews, cilt.12, sa.4, ss.177-188, 2017 (Diğer Kurumların Hakemli Dergileri)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Konu: 4
  • Basım Tarihi: 2017
  • Doi Numarası: 10.5897/err2016.3045
  • Dergi Adı: Educational Research and Reviews
  • Sayfa Sayıları: ss.177-188


This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one of the qualitative research methods. During the 2014 to 2015 academic year, problem situations related to the subjects of “Historical Values” and “Being a Child in Africa” were studied for five weeks through problem-based learning in the social studies education course. At the end of the process, 16 pre-service teachers with perfect attendance and active participation were interviewed. The interviews were recorded on tape recorders. The obtained data were analyzed via content analysis. The results indicate that problem-based learning (PBL) offers positive reflections/benefits to pre-service elementary school teachers in terms of learning, democracy education, and skills acquisition in social studies education classes. Although one participant considered the course unproductive, the pre-service teachers mostly had positive opinions regarding the problem-based learning process. Key words: Problem-based learning (PBL), benefits, issues, social studies, elementary school teacher.