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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 - Applied Research
- Active Learning
= Inquiry Learning
Education - Basic Research
- Assessment
= Conceptual Assessment
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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© 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
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Record Link
AIP Format
M. Sahin, Eur. J. Engr. Educ. 35 (5), 519 (2010), WWW Document, (http://dx.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), <http://dx.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 November 23, 2017, from http://dx.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, http://dx.doi.org/10.1080/03043797.2010.487149 (accessed 23 November 2017).
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. 23 Nov. 2017 <http://dx.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 http://dx.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 http://dx.doi.org/10.1080/03043797.2010.487149


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

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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