The Comparison of Problem Based and Project Based Learning Methods in Physics Teaching

Abstract

The aim of this study is to compare the Project Based Learning (PjBL) and Problem Based Learning (PBL) applications used in physics teaching according to the students' academic achievement development, Problem Solving Skills (PSS) development and analysis of application environments. This research was carried out based on the specific situation method with 48 students studying in the 9th grade in which "Electricity and Magnetism" unit in physics class is taught at a Science High School located in the Marmara Region of Turkey. Quantitative and qualitative data collection tools were used in the study. Quantitative data were analyzed with the use of the SPSS statistical program. Qualitative data were evaluated by using content analysis and document analysis. The findings suggest that the applications based on the PBL method are more effective than the applications based on the PBL method. In addition, both methods contribute to increasing students' academic success, their interest in physics and their responsibilities towards learning physics. According to the results of the research, physics teachers should obtain relevant information necessary for forming compatible groups when applying the PBL and PBL methods in the classroom.