Cypriot Journal of Educational Sciences

Yazarlar: Serkan Celik

Konular:-

Anahtar Kelimeler:Instructional design,Problem based learning,Authentic tasks,Teacher education

Özet: Instructional design requires thinking and working in a problem solving mode. Nevertheless, while an increased emphasis on problem solving and problem-based learning in the instruction design field can be recognized, insufficient advice to instructional designers to help them design and develop learning and instructional supports for every kind of problem-solving is available. This study aimed to purport the effect of implementing ill-structured tasks (Problem based learning, PBL) on pre-service teachers’ achievements on instructional design methodology in comparison with those received education in conventional tutorial. Throughout the course, PBL group were expected to fulfill the authentic tasks by following theoretical steps of instructional design and develop educational materials. The data were collected via an achievement test, an attitude scale, and semi-structured interviews. The results revealed that learners focused on authentic tasks outperformed on acquiring the defined goals in the instructional design course curriculum comparing to those who followed a lecture based course.  

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