Detail Page

European Journal of Engineering Education
written by Dr. Mehmet Sahin
The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students' beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about science survey were used to collect the data. The sample consisted of 142 students enrolled in the PBL and traditional lecture classes in the engineering faculty of a state university in Turkey. The analyses showed that the PBL group obtained significantly higher conceptual learning gains than the traditional group and the change (improvement) in the PBL group students' beliefs from the pre- to post test were significantly larger than that of the traditional group. The results revealed that beliefs were correlated with conceptual understanding. Suggestions are presented regarding the implementation of the PBL approach.
European Journal of Engineering Education: Volume 35, Issue 5, Pages 519-537
Subjects Levels Resource Types
Education Foundations
- Assessment
= Conceptual Assessment
- Student Characteristics
= Affect
Education Practices
- Active Learning
= Inquiry Learning
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2010 Taylor & Francis Ltd
DOI:
10.1080/03043797.2010.487149
Record Creator:
Metadata instance created April 23, 2015 by Sarah Keffer
Record Updated:
April 28, 2015 by Lyle Barbato
Last Update
when Cataloged:
June 1, 2010
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
M. Sahin, , Eur. J. Engr. Educ. 35 (5), 519 (2010), WWW Document, (https://doi.org/10.1080/03043797.2010.487149).
AJP/PRST-PER
M. Sahin, The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum, Eur. J. Engr. Educ. 35 (5), 519 (2010), <https://doi.org/10.1080/03043797.2010.487149>.
APA Format
Sahin, M. (2010, June 1). The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum. Eur. J. Engr. Educ., 35(5), 519-537. Retrieved March 28, 2024, from https://doi.org/10.1080/03043797.2010.487149
Chicago Format
Sahin, Mehmet. "The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum." Eur. J. Engr. Educ. 35, no. 5, (June 1, 2010): 519-537, https://doi.org/10.1080/03043797.2010.487149 (accessed 28 March 2024).
MLA Format
Sahin, Mehmet. "The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum." Eur. J. Engr. Educ. 35.5 (2010): 519-537. 28 Mar. 2024 <https://doi.org/10.1080/03043797.2010.487149>.
BibTeX Export Format
@article{ Author = "Mehmet Sahin", Title = {The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum}, Journal = {Eur. J. Engr. Educ.}, Volume = {35}, Number = {5}, Pages = {519-537}, Month = {June}, Year = {2010} }
Refer Export Format

%A Mehmet Sahin %T The impact of problem-based learning on engineering students' beliefs about physics and conceptual understanding of energy and momentum %J Eur. J. Engr. Educ. %V 35 %N 5 %D June 1, 2010 %P 519-537 %U https://doi.org/10.1080/03043797.2010.487149 %O application/pdf

EndNote Export Format

%0 Journal Article %A Sahin, Mehmet %D June 1, 2010 %T The impact of problem-based learning on engineering students' beliefs about physics and conceptual understanding of energy and momentum %J Eur. J. Engr. Educ. %V 35 %N 5 %P 519-537 %8 June 1, 2010 %U https://doi.org/10.1080/03043797.2010.487149


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials