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(1)Jour. Korean Earth Science Society, v. 26, no. 1, p. 1−8, February 2005. J

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(4) ÁÏ5. ¦ÖLG&L LG, 611-736 ¦Ö% B\ `B1ÿ 263 ¦Ö&L æ\LG, 609-735 ¦Ö% .;\ Ë*ÿ Ö 30®æ 1. 2. The Effect of Problem-Based Learning on Student’s Creativity in Middle School Science Class Heejin Oh1,*, Sangdal Kim2 and Yongseob Lee2 . 'HSDUWPHQW RI 6FLHQFH (GXFDWLRQ %XVDQ 1DWLRQDO 8QLYHUVLW\ RI (GXFDWLRQ *HRMH GRQJ <RQJHJX %XVDQ .RUHD 'HSDUWPHQW RI (DUWK 6FLHQFH %XVDQ 1DWLRQDO 8QLYHUVLW\ %XVDQ .RUHD $EVWUDFW The purpose of this study is to identify the effect of Problem-Based Learning on Student’s Creativity Ability in Middle School Science Class. The experimental group had Problem-Based Learning classes for six weeks and control group had traditional inquiry instruction for the same period. The results of this study presents that Problem-Based Learning is significantly effective for the improvement of creative skills test and creative tendencies. And PBL group student’s had positive thinking for PBL. It’s not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student’s creativity applying Problem-Based Learning. And it’s necessary to develop many kinds of problems and teacher’s instruction method to enrich creativity in the process of Problem-Based Learning. ,FZXPSET Problem-Based Learning(PBL), creativity, creative tendencies, creative skills º £ "B7Û vÒ& Û¶ö² *¢ æj Ò ; BBö V¢ Nf B~º Û¢, ^B 7Û(PBL)f W"~~ ç&' ö V Û¶~ ^BÖËK~ Ïö &j z Û· . öB~ ^B7Ûf Û";j ¶N' Û";" 7ÿÛ";b ª~ ¢ 'Ï~&b ¢ Û~ c~K ö ~º Î"¢ rj~ . c~Kf &Nª¢ö Ò~º Ç~ j' ^B j ¶~ vò ³ö Ò ~º æ¾ »'B ãþj :ûb î FÏ Öj Ú Ú, ©ö V.~ $j ÚÒº ËKb , öBº ¢ c~' WË" VËöB ªC~& . Ö", ^B7Û(PBL)f Ûê'b F~>& .05 öB c~K Ëö 3;' Î"¢ ®º ©b ¾æÒ . ºÚ ^B7Û, c~K, c~' WË, c~' VË. * V *Òræ "vGöB º>ÚN Û·f ¢ >' *' O»b Û¶ö² ôf æj *~º "B 7 Ûî . ¯, “² ®« &ï Ö”" ? Û¶ö² ÿ¢ ^BÖO»b,. *Corresponding author: [email protected] Tel: 82-11-9554-4559 Fax: 82-51-500-7241. "Úê ^B Öj º~& . F¯ (;.¶, 2002; ;«F, 1999; "W, 1997)ö ~~, "B 7 ÛöB ^B ÖK~ WNº æË, ~ã, F ¯Û~ ;ê ö ~ > ® . $ "B 7~ >ë Î;ö & &¦ª~ >ë J ê " >ë Î; ¯ÿ"~ Òö "~ ®b, " >ë Î; $ ¯ÿ"~ö " C &"~ *Ûj æî ® (Duffy and Jonassen, 1991). C&"~ N ªf v>ÁÛ "; ö &~ Úê'b 7"~ ¾O' Îj B.

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(6) ÁÏ5. 6öB ò æ&~æò "¾ö fB ¢ ¦ ¶ f C&"~ 7"ö ~^j B~ ®. (Duffy and Jonassen, 1991; Jonassen, 1991). ~ º >ëj Î"'b ò V *~ Û¶~ ê; Ò ";j Z~, *^&~ ¢Ò' ê j V >ë "B¢ æ¾~² Bz~& º j 6j A ®b, Û¶~ Ëÿ' Ò~ ÿW j Z~ ® . ö >~ ^B7 Ûf W"~~ ç&' j ' " Û¶~ ^BÖ ËKö &j z · . W"~' « Ëö Needham(1987), Driver and Oldham(1986), ' ~ SPACE(Science Process and Concept Exploration) ~ Black et al.(1990) , ~ NCISE(Natural Center Improving Science Education) ¶ Ò Ï CLM, POE (Prediction Observation Exploraton) ~ Champagne et al.(1982) ®, B~Û Î ;, BÛ Î;, æ. >ëÎ; B> î, "öº PBL Î"' " v>-Û · b î² "Ïj A ® (B;, 1998). ^B 7 Ûf ¶N' Û(SDL: Self Directed Learning)" 7ÿ"; Ûb ¾2 > ® . ^B7 ~ ¶N' Ûf ¶~ Û ";" ÚÏö & ¶j WV~ *j &î > ®² ", 7ÿ Û ";j Û Û¶~ · &6j 7 ~, &N ª¢ö & *^ æj 9¶ > ®² & (fç, 2003). ¯ ^B 7 Ûf j' B' £~ ^B çb¦V ^B¢ B Ò~ ;~ ê Û "B¢ J;~ ¶N' Û ";" 7ÿ";Ûj Û~ ^B¢ Ö ¾ &º Û· (fã, 2001). " ^B 7 Ûö & & B® Úæ ®b, ß® Ò², ~, » "Ï öB " 'Ï>Ú z . ¾ " "Ïö & 'Ïf ;b ^B 7 Û j6' ÒKö ~º Î"ö & & &¦ª, ;ï' ªC ÚJÚ c~ Kö & º ¦ ; . c~Kf Z ãç &öB ãçöB VV * º>º &Ë 7º ËK¢ öò jî¢ B~ F ËKj ÚJ ÆÒKj êB~, ¾j& ¶j *j *B öò jî¢ ", ^z, Ò² ~ B*j * &' NööBê Ö 7º ËK¢ ~Æ (fç , 2004). ¾ &B*~ NööB " r, îÚ j:. Ú O»j cÂ â > ®º c~' Ò ËKj &ê / K~ ·Wö &B ÖÒ v vGf ~ ³>Zkî ê "Þ jî c~Kj ;~º 'ÒvG ^B 7 Ûj ²¾î Ï~ ®º º^ . ö º 7N vG"; º~º æz Ò²ö~ 'wËK" c~' Ò ¢ &Ë~² Û¶ ·Wj *, 7v 1j "" öö &~ ^B 7 Û Î;j Jê ~ ¢ 'Ï >ë" *Û' þÛ >ëj jv~ 7v " >ëöB ^B 7 Û c~Kö ~º Î"¢ C®¶ ~º © . öBº 7v " >ëöB ^B 7 Û c~Kö ~º Î"¢ ¦Ã~¶ r" ?f ^B¢ J;~& . Ñ, c~' WË öB ^B 7 Û" ö Û"~ Nº ÚÆ&? ~, c~' VË öB ^B 7 Û" ö Û"~ Nº ÚÆ&? q, ^B 7 Ûö & Û¶ ~ f ÚÆ&?. \O» \ &ç 5 ¾~ ÿ ~ &çf ¦Ö7 Y 7v 1j 2B /~ C 74« . 7 1B /f PBL j ~º þ÷b, 1B /f ö Ûj ~º jv÷b â~ . þ÷" j v÷~ Û¶º '' 37« . >ë * v ÷ ö &B ÿîWj rjV *~ c~W~ ' ~*º² ‘FcW’, ‘ëcW’, ‘;vW’ö & Ò* ¦Ò¢ Ö", Ûê'b F~>& .05öB F~ N¢ æ pj v ÷f ÿî' ÷ ªj {~& . v ÷~ >ëf " 3*O 6" ö ö 18* ÿn ; >ë *ö ~& . >ë~ ¾~ö ®ÚBº v"B~ ÚÏö & ;~ >ëj ê, þ ª¢ö &Bò PBL" *Û' þÛ O»j 'Ï~& . ¦Òê\ öB c~K Òö & ¦Òêº E. Paul Torrance(1963)~ “Torrance Tests of Creative Thinking: Thinking Creatively with Pictures, Form.

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(8) Û?~Kö~ºÎ. . Table 1. Arrangement of instruction >ë 1N 2N 3N 4-5N 6-7N 8-9N 10-11N 12-13N 14-15N 15-16N 17N 18N. >ë ÚÏ ÿîW ¦Ò &V[~ 5 ßû &V²~ ÒV æÚ¦~ [ç æê2 Vö ¾æÂ æê2 Þ~ öÒ 2® º ^ç ~ . &V~V ~ ªÖ ~ W Òê¦Ò Ò J^. þ ÷. jv ÷. ²º *. TTCT/c~' WË ¦Òæ PBL PBL PBL PBL PBL PBL PBL PBL PBL TTCT/c~' WË ¦Òæ. . TTCT/c~' WË ¦Òæ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ *Û' þÛ TTCT/c~' WË ¦Òæ. ~æ pr. 30ª/20ª 45ª 45ª 90ª 90ª 90ª 90ª 90ª 90ª 90ª 30ª/20ª 30ª. A”¢ ÖÒö Þ ©b TTCT c~K ¦Ò¢ ~ W¢ >¯ r ·Ï '>º ‘¢>z B ; ËK ~ ÷’(the constellation of generalized mental abilities)¢ ;~ (f'j, 2003). c ~K ¦Òæº c~K(ÞÚ)¦Ò 3B ' ¯, ‘Fc W’, ‘ëcW’, ‘;vW’ . j6f 3B 'b ö 6> &6>¢ dj Wª* 6> ~Ö~º O »j ÒÏ~& . c~' WËö & ¦Òº Urban(1990)~ c~K º² Îj :ûb ^V, ¶6, ;çW, BOW, ÷7Wö & ªC~& . ^ >º 'ê 4^O C 20^, Likert 5¿ê W~& . PBL Ò J^æº ¶& ·W~ vG *^& 2, *ç 7v v Ò 2~ ÚÏæê ¦Ãj b Òº ï&ê, Ãê, ÿW, ¦ê, , 2æK~ 6B 'ö ö 20^j Ò Þ ¿ê ï&æ¢ ·W~& . Ò 21® ^öBº Û¶& PBL ö & ~Òj ¶F² BF~ê ~& . \ .N ~ þ ¾~¢ * þ÷ö R« PBLj 'Ï >ëf 7v 1j 1V "" 1 ö æ'" 2ö '~ ÚÏj ~ C 18*j ~& . PBLj 'Ï æênf ^ B¢ Ö~º 2N¢ V&b ~ ·W~& . ~ >ë Nê ";f r(Table 1)" ? ê¯>îb þ÷f PBL >ëj ~ &, jv÷f ö O»j Ï >ëj ~ & .. 3%/ L>ÁÛ ; ö 'Ï>º PBL Î;f Barrows and Myers(1993)~ Î;, IMSA(1994)~ Î;, Delisle (1997)~ Î;j V>b ~ ~ Ï'ö ² W~& . PBL v>ÁÛ "; n~ "º W ÚÏf >ë &j, ^B ç B, ^B~ BÒ, ^B~ Ö, ^ B~ Ök W, ^B Ö ªC, ï& 5 >W ê ª>Ú ® . 1) >ë&j >ë&j êöBº PBL B çöB 7~ ² >º ^Bf FÒ ^B¢ Ö~º ©j Û vG*ËöB ® æ" VFj : ¢ç~ ^B¢ Ö~º Ï > ®ê ~º Û O ªj Û¶ö² "æV . ö, V&>º Û ¶~ j C®, Û¶º ^BÖj * ~ Û Ï¢ J;~ '' ¶^ kª6 ®² "Bö ª ©j ~² ~& . $ PBL >ë 7 7ÿ Û";j * (team)¢ ;W~, Û¶~ '' ^¢ * ª(., r~) j ç7 ù² ~& . 2) ^B ç B 7v 1j 1ö ‘æ~ ’f 2ö ‘’~ ÚÏj "B ªC~, Nî "Bf Û Ö "bö & OËj B~& . Û¶º BAf "Bö & Û Ï¢ ç7 J; ê, ÿ ê³ B¢ ·W~& . ÿ ê³B~ ÚÏf ^B Öj.

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(10) ÁÏ5. Table 2. Science PBL instruct field v"B. &N'. Û"B. "ºBL. æ. - &V[~ ª" ßû - &V²~ ÒV - æÚ¦~ Ò O» - æÚ¦~ [ç ÒV - æê2 Vö ¾æÂ æê2. &V²(&~², W[², 7*², ²), æ', æ, , P2, S2. bî. - Þ~ öÒ - 2® º ^ç - ~ . &V~V - ~ ªÖ - ~ W. >Ò(*>Ò, Â>Ò), ., ªÖ, W. æÒ 71 ". * &;j ^Ö, ¢ Ö~V * r ®º Ò " Û¢ Ò , ÿê³j ;Ò~º " ;j . . 7ÿ Û";öB ÛÏ Öj * ö~ j ªV~ c~' WË GöB ¶6" BOW, ÷7W º²¢ ;~& . $ ¶NÛ";j ~º ÿn ;çW, ^V, ¶6~ c~' WË º²¢ /ê > ®î . vÒ& ‘&V[~ ª" ßû’ Û"B¢ B~ , Û¶º &V[ Úá² ª>º ' '~ ßû ÚÆæ '~& . Ò ¶ &V[ ö & r ®º Ò " z rj¢ Òj > ºÞ $º Ûæö V~& . Ûæº PBL ~ îæï ê ï&öê ÒÏ~&b, PBLöB Û¶~ ^B Ö";j "º Vb¢ ~Æ. . öB ÒÏ 7v 1j "" PBL æê 'f Table 2" ? . ‘’ö & >ë ¢¦ö &~ *Û~² B~ r" ? . vÒº ‘’ 'ö & *Û® J «~, ^B Öj ~ Wî" ÖÒ "æöB " > ®º *ç"~ &ê J; ~ . Û¶ “r ~” öBºÕ.j N ®b ÖÒº "æ~ · ÎÛ j " > ® . ~æò ê ìº w? ÚvÚ J, *V& pÚæ jZ ©ê " > ì. . ÖÒ& bÚ¢ º ©f ê&Ú Zí r^ö º ©¢r? .b º ©f º bÚ~ öB >ÒB ÖÒ .b Úf ïö ç b ®º © . b ³ö && > Ú^ , Þ ³~ ÖÒ~ ÎÛê " > ® Ö º Û"B¢ J;~& . 3) ^B~ BÒ ^B~ BÒ êöBº &() ÚöB J;B ê. Fig. 1. Optical illusion.. ³nj Û¶ ç7 ^~ Æ~ *j & æê ~& . Fig. 1f “r~”& Û"B¢ ;~ , Ö ¾&º ";öB . df O *ç ö & © . ¦fï êzæ~ &Ú ¯f ï«¢ RJ¹º. . ¦fï êzæ ,öº ï êzæ¢ ¹º . 30 . ÿn *ï«¢ ê³B ö & B*'b ,ö ¹ ïêzæ¢ ~j r, ÚÊ *ç ¾æ¾º&ö & Û¶ f ¶~ ~Òj ¢V . *çj , Û¶º O*ç~ &æ .¢ ¶N' Û";j Û Ò~, 7 ÿÛ";j Û æ~ ' ¶~ '" Ú Ê N& ®ºæ¢ Û > ® . 4) ^B~ Ö "; ^B~ Ö";öB Û¶º &N ª¢~ *^æ j öï~, Ò²~ Ò¢ 7ÿ Û";j Û ¦Æ . “r~”~ ãÖ, Fig. 1 ï~ º ç¢º ©j { ê, Úá² *çj òºæ Æ~& . Ò SDL ê¯>º ÿn .ö & O *çj djV ~& . Û¶º '¶& Ö N ÚÏj Æ& ~ V' W îö & v"B Û~& . ¢ Æ& v"B z ÚÏ ‘*>Ò’ö & îÚ Û"B¢ J ;~ ö '¶ þj Jê~& ..

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(12) Û?~Kö~ºÎ. . ¾æÒ Ò¢æº îF - Ò¢ê ï« Á>ö >j 2/3 ;ê ï«¢ > : ö IÚ . Á>~ ,öB ï«¢ > *öB ï«¢ . Áï«& ¾º? - Ò¢r ¾æ¾º â Á4« 2¢Ê 2B¢ ôÚ¹ :ãö âj Ö . 2B¢ ß j & ~¾~ â >êS jW . Á:ã ~ : ö \sj Þ . \sj Ñf bR ¾^æ j Ú â ¾ W>êS . Á\sj ¶&£bR ï >ö IÚ æz¢ 8 . 6 >öB j ¢ ¾æ¾º æz¢ 8 . ÁÚÊ æz& Vº&? Fig. 2. SDL example.. öB vÒº Û¶& ¶V ï&¢ r, "B Ö ö Ö"' ï& "B Öj * ÚÊ Kj ~&º&ö & ";' ï&& 7º~ º Ò j ~ê ~& .. 5) ^B~ Ök W Ök W êöB ¶N' Û"B ê³Bö ^Bö & &;-Ön, r ®º Ò , z rj¢ Ò j V ê "B ê³Bö '¶ ; Û "B¢ :ûb ^B Öj * ¶ò ¢ >÷ C . ^B~ Ök ªC êöB & ;Û*j Ï~ ¶N' Û"B B¢ · W~, ¢ :ûb êÛ"B B¢ ·W . Û¶~ ¶N' Û ";ö & .¢ Fig. 2ö B~& . Fig. 2f ? Û¶º ¶N' Û";(SDL)j Û vÒ& B ÚÏj B*' OËb Ò¢ {ËB ¾. > ® . PBLö Ëÿ'b ^b Û¶º c~' W Ë" VËj BB ¾. > ® . 6) ï& 5 >W ï& 5 >W êöB VÚ Û ÚÏ r² B Ò j ;Ò~, Û¶f vÒ ï&B¢ ·W . r, vÒº PBL Û"B¢ Û¶ö² ;Ò "Ú¢ .. ¶ò ¾Ò 5 ª+ c~Kf c~' Ò~ WË" VËb ¾*Ú ªC~& . c~' Ò~ WËf ^V, ¶6, ;çW, BOW, ÷7Wb ª~~ ò ¦Òæ Bêj Û~ ÚÒÊÞ J^æö ~ê ~ Ö - 56, - 46, Û 36, æ p 26, *& -æ p 16b ï;~& . c~' Ò~ VËf ‘FcW’, ‘ëcW’, ‘;vW’b ª~ TORRANCE~ ê;¦Ò(TTCT)æ~ &ö ~ j6~ Ò*-Òê t ¦Ãj ~& . PBLö & Û¶~ f þ÷j &çb J^æ~ 6&æ ~*'~ ÚÏö & 20B ^ f, w nê >¢ WªN ªC~&, PBLö & ~Òj ç7 ªC 21® ^f ;W' ªC j ~& .. 5 î² '' ¶V ê¯B ï& ê. Table 3. The effects of PBL on student’s creative skills «³æ. ÷F;. N. M. SD. t. p. FcW. þ÷ jv÷. 37 37. 18.12 17.37. 2.52 1.42. 2.67. .008. ëcW. þ÷ jv÷. 37 37. 11.46 10.57. 1.98 1.66. 3.51. .001. ;vW. þ÷ jv÷. 37 37. 5.69 5.43. 1.40 1.43. 1.32. .189. *p < .05.

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(14) ÁÏ5. Table 4. The effects of PBL on student’s creative tendencies ÷F;. N. M. SD. t. p. ^V. þ÷ jv÷. 37 37. 15.55 15.31. 1.61 1.24. 1.89. 3.61. ¶6. þ÷ jv÷. 37 37. 17.21 16.54. 2.24 2.01. 3.01. .003. ;çW. þ÷ jv÷. 37 37. 16.67 16.32. 1.76 1.65. 2.54. 1.97. BOW. þ÷ jv÷. 37 37. 17.92 15.51. 2.75 1.68. 2.11. .008. ÷7W. þ÷ jv÷. 37 37. 16.89 15.33. 1.57 1.81. 1.17. .041. *p < .05 Table 5. The recognition survey for PBL (%) ï&ê Ãê ÿW. ¦ê 2æK. Ö -. -. Û. -æ p. Ö -æ p. 32.1 48.2 59.7 43.8 57.3 47.9. 46.4 31.9 26.3 38.8 35.9 40.2. 17 16 11.7 10.8 5.7 9.3. 4 3.7 2.3 4.3 1.1 1.8. 0.5 0.2 0 2.3 0 0.4. \ Ö 5 ¢~ 3%/ Û¶~ c~' 8Ëö ~º Î PBL Û¶~ c~' VË~ ~* ' Fc W" ëcWöBº Ûê'b .05>&öB F~ N& ®îrj r > ® (Table 3.). º ¶N' Û ";j Û Ò~ FWj &î > ®, $ 7ÿ";Ûj Û Û¶* ç^·Ï ¢Ú¾ z× îÚ j:Ú¢ cÂ Úº Ö"¢ ~Æ . 3%/ Û¶~ c~' 9Ëö ~º Î öB PBL Û¶~ c~' WËö ~ º 'Ëj ªC Ö"(Table 4.) ¶6, BOW, ÷ 7W öB F~>& .05ö F~ N¢ &b ¾ ^V" ;çWöBº *Û' ö÷" FÎ N¢ æ p~ . º PBL ¶V "ê' Û¢º GöB ¶6" ÷7W ¸² ¾æÒ b, 7ÿÛj Û æ~ Ò¢ >Ï~º ¶^ ¢ & º GöB BOW ¸² ¾æÂ © . Û¶~ c~' WËö & öB F¯ ~ Ö"(;.¶, 2002; ;«F, 1999; "W, 1997)f ¢~~, Needham(1987), Driver and. Oldham(1986)~ ";öB B~º ";7~ WË"ê ¢~ . 3%/ö Û¶ ~ Ò Ö. r Table 5º PBLö & Û¶~ Ò Ö"¢ WªN(%) ¾æÞ © . Table 5öB º :f ? PBL >ë ¾~ ê. PBL J^ Ò Ö"º ‘ Ö - ’, ‘ - ’~ ¸f jN ¾æÒ . ¯ ^B¢ dº Ú Jæ ®î (82.6%). ¢ ÃêÊº êæ >î (80.1%). & ®î (93.2%) ¾æ¾ PBL Û ^B¢ dº ÚJæf ®æò Ãê" ¢ FB~º F~ jê . Ò Û¶& ç7 '¶~ ~Òj VF 21® ^j “v"Bö þ O» ¾f ®Ú îÚ ^B Ö O»j dº ÚJæj ¶. ”f ?f ¦;' ~Òê ®îb¾, “f ÿb B Ú& ' > ìî~ ©ê VÖ² >î ”, “FÏ ~ ”, “Fþf kö ®º O»b ;{~² þ ¢ Ö"& ¾ ¾N ®æò, Ú& ' O» bê ?f Ö"& ¾Jî V~ ”, “ö & ©f ?f ÚÏ, v"Bö ®º © ö .

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(16) Û?~Kö~ºÎ. öB dj > ®º O»j '® .” 3;' >w ô~ . Û¶& PBLö & 3;'b ©f > ë ¾~ ê þ ÷~ c~' VË, c~' WË ¸² ¾æÂ ©"ê &ê& ®rj r > ® . ~* 'ê ÚÚ,Õï&êÖöB PBLf c~Kj B>~ ¶V "ê' Û~ Ö", VÚ ÚÏj £² JÑÿn VÛ > ®b,ÕÃêÖ öB, Û¶& ¶N' Û ";" 7ÿ ";Û j Û~ Û"B¢ ~º êæ >,Õ ÿWÖöB PBLf 7ÿ";Ûj Û ö" Ú 'j jv~ Æ~V& Ö v"öê 'Ï > ® º Ë6 ® .Õ ¦êÖöB PBL f Û¶& "B¢ ªC~ Ö~º * J ¾ Ò¾ ?> ¶F² Ò > ® º G ,ÕÖöBº Û¶ö² '~ ¶F¢ 2b >ë~ ¶æj "º © .Õ2æKÖ öB PBLf >ëö êæj ", VÚ ÚÏj {~, ¾ ;ã~º FÏ~V r^ ©b ¾ æÒ .. ÖV 5 *Þ ~ Ö"¢ :ûb Öj ÚÒ r" ? . Ñ, PBL Û¶~ c~' WËö ~º 'Ë ö & ¶6, BOW, ÷7W öB PBL Î" & ®rj & . ~, c~' VË öB PBLf *Û' þÛ O» Î"& ® . V¢B PBLf Û¶ " >ëöB ¶¢º WW~ ;;zB >ë jî ¢, ¶F² Ò~ c'b ' > ®º c~Kj ËÊº êæj "º >ë O¢ ~Æ . ~ Ö"¢ :ûb r" ?f BÞj ~¶ . Ñ, PBLj Ï > ®º >ë*Û BB>Ú ¢ ~ *Ëö ô 'Ï>Ú¢ © . ~, PBL Û¶~ ¶N' ßû $º æ B " &~ c~K Ëç GöB z ôf & Ú^¢ © . q, ~ ÚÏf 7v 1j " v"B ¢ :ûb ~ ®bæ Û¶ö² .&' Ú. . Ïf jî . V¢B PBL~ º"¢ î v"' Û"B F;~V * ê³ & jº~ . PBLf ^BÖ~ GöB *' R¶f Û ¶*~ ç^·Ï Ö 7º~ . $ V~ ;; zB *Û' þÛö ? vÒf Û¶& î Ú Û·j Aj º vJæj ¶ª ©. . ~æò, V~ æö Û{> ³¢' æ Û jî¢, Û¶~ c~Kj BB~, B * º PBL~ ~& Î® . PBLf Û¶ & " ^B ö jî¢ ~ Î ^B~ Ö j c'b > ®² îN~º ôf êæ F ©æ ;vz B ê³ & jº~ .. ^^ò fã\, 2001, ^B7

(17) Û jÿ~ j$' ÒKö ~º Î". ¦ÖvG&v vG&ö CÒ*¢^, 42 p. fçÁÏSÁf«\, 2004, v æ" >ëöB ICT Ï >ë¶ò~ Î", æ"²æ, 25 (5), 2004, 336-347 fçÁf«\Á;\ã, 2003, Bz »j Ï æ î& ª¢~ Û¶ò BB" Î", æ" ²æ, 2003, 24 (6), 495-507 f'j, 2003, $ TTCT(ê;) ¦Ò. 7'W², 3 p. ;.¶, 2002, 7jW~ ÖÞ Î;. W;*^ ²æ, 8 (1), 69-84. ;«F, 1998, JÞóV>~ v>-Ûj * &çÛæ öÊ 2A Jê. vG, 14 (1), 71-96. B;, 1998, 7v ">ëöB .G-&V-Æ Û~ Î". ¦Ö&v vG&ö CÒ*¢^, 11 p. R"W, 1997, Æ~ Û >' Wêf ^BÖK ö ~º Î" ªC. vö&v &ö CÒ* ¢^, 52 p. Barrows, H. and Myers, A., 1993, Problem based learning in secondary schools. Unpublished monograph. Springfield, IL : Problem Based Learning Institute, Lanphier High School, and Southern Illinois University Medical School. Black, P., Osborne, J., Smith, M. and Meadows, J., 1990, Young children's (7-11) ideas about light: ' JBv ^¾ BR Fb. vö&v, 42 p. Champagne, A. B., Gunstone, R. F. and Klopfer, L. E., 1982, Congnitive Research and Design of science instruction. Educational psychologist, 17 (1), 31-53. Delisle, R., 1997, How to use problem-based learning in the classroom. Alexandria, Virginia USA: Association for the Supervision and Curriculum Development, 71-.

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