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Makale Özeti:
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In this study, descriptive content analysis was performed on the theses that are particularly
done on application of Problem-Based Learning (PBL) in science education research in Turkey
in terms of the subjects matters studied, the methods employed, sample that subject to
investigation, data collection tools and the data analysis methods used. To this end, descriptive
analysis of a total number of 40 theses, including 28 master’s and 12 PhD theses, on PBL in
science education made between the years 2001-2012 and obtained from the Higher Education
Council’s Thesis Database in full text with permission, was made. It was found that 97.5% of
the theses, whose descriptive analysis was made, focused on the effect of PBL on learning. And
quantitative research design was used 95%, and among this design, mostly quasi-experimental
research design with a rate of 85% was used. It was seen that the commonly used data
collection tools were achievement test and interest-attitude-aptitude tests. In terms of sample
group of the studies, it was seen that there were more studies carried out with undergraduate
and primary school (6th-8th graders) students. Findings of this study show that studies on PBL
were not widespread in our country until 2006 and that the increase between the years 2006-
2010 started to decrease as of 2011. In addition, it was found that most of these studies made
were in science and technology education at primary level. It is believed that this study is
important in terms of giving an idea to science educators working on PBL and young science
educators who are planning to particularly work on application PBL in science eduation.
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