The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching.

The purpose of this study is to investigate the effects of Project-Based Learning (PBL) on undergraduate students’ achievement and self-efficacy beliefs towards science teaching and the students’ views about PBL. The sample of the study consisted of two classes from seven different classes enrolled in Science Teaching Course from Primary School Education Department of a State University in Turkey. One of them was assigned as experimental group (n =33) was instructed with PBL method and the other was control group (n = 33) was instructed through traditional teaching (TT) method. Science and Technology Teaching Achievement Test (STTAT) and self-efficacy belief scale (SEBS) were used as pre and post-tests. The results showed that students in experimental group had better performance in PostSEBS and Post-STTAT. The students mentioned mostly positive views about the use Project-Based Learning method.