Students’ Opinions about Problem-Based Learning (PBL) and Scenario Applied in Teaching ‘Electrochemistry’

Tuğçe Günter, Sibel Kılınç Alpat


This research aimed to determine students’ opinions about both problem-based scenario developed and the sessions of problem-based learning (PBL) used for the topic of ‘Electrochemistry’ in an Analytical Chemistry course. The research was conducted with students who were studying in the fourth year in the Department of Chemistry Education, Secondary Science and Mathematics Education, Faculty of Buca Education, Dokuz Eylul University (N=15). Students’ opinions concerning the scenario and the PBL sessions were gathered by using a structured data collection tool. In addition, the attempt was made to determine whether the students could themselves design a scenario or different learning materials for the relevant topic. The data obtained from the structured data collection tool consisted of answers to 11 open-ended questions which were evaluated by content analysis. Students stated positive opinions related to PBL sessions and problem-based scenario in general. The study proposes that the scope of the applied scenario could be further expanded by increasing content of the topic related to activities associated with daily life.


analytical chemistry, electrochemistry, opinions, problem-based learning

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