Abstracts - Earli

higher degree of reflective learning, strategic planning and belief in innate abilities. The resultsprovide evidence that polytechnics have not yet found efficient and fruitful ways to getting rid oftraditional classroom-centred and teacher-controlled pedagogical practices. The results arediscussed in relation to desirable characteristic and ideals of learning and instruction atpolytechnics.Social and academic integration and study progress in a Problem Based Learning psychologycurriculum compared to more traditional curriculaSabine Severiens, Erasmus University/Risbo, NetherlandsA meta-analysis on effects of problem-based learning has shown consistent positive effects forskills, but non-robust effects for knowledge (Dochy et al, 2003). Effects of a PBL curriculum,however, may reach further than skills and knowledge. The present study aims to answer theresearch question; to what extent does a problem-based psychology curriculum differ from moretraditional curricula in terms academic and social integration and study progress? 305 first yearstudents from three different psychology departments completed a questionnaire on social andacademic integration. A full-scale problem based learning environment is compared to 1) alearning environment that combines traditional and activating teaching methods and 2) atraditional learning environment. Results show higher average scores on academic and socialintegration in the PBL environment, meaning that students are more satisfied about the quality ofcontacts with their teachers and peers. After one year of studying, students in a PBL learningenvironment have obtained similar numbers of credits compared to students in more traditionalenvironments. Because number of credits is an important indicator of retention, this result impliesthat retention levels are not higher in a PBL environment. It also means that the higher scores onacademic and social integration in the PBL environment do not translate directly into a highernumber of credits after one year of studying.Approaches to learning and study skills of Turkish and American students in colleges of educationDavid C. Berliner, Arizona State University, USANuray Senemoglu, Hacettepe University, TurkeyGokay Yildiz, Memet Akif Ersoy University, TurkeyElife Dogan, Mehmet Akif Ersoy University, TurkeyKazim Celik, Pamukkale University, TurkeyBehsat Savas, Mehmet Akif Ersoy University, TurkeyThe first purpose of this study is to compare the approaches to learning by students in colleges ofeducation in the US and Turkey. The second purpose, should it be found that future teachers areusing inappropriate approaches to studying, is to develop recommendations to improve thoseskills. It seems appropriate to repair the faulty study skills of novice teachers so that they cancommunicate to their own students better ways to learn. To accomplish these purposes data weregathered from 206 American, and 1100 Turkish college students who volunteered to participate inthis study. The students were pursuing degrees in both elementary and secondary education. Theover-sampling of the Turkish students was to allow for explanatory and confirmatory factoranalysis to be sure that the Turkish version of the major instrument used to assess approaches tolearning did not differ form the English language version. Although translated with great care, thefactor analysis will insure that this first translation of the instrument into Turkish is successful. Inthis study the ASSIST (Approaches and Study Skills Inventory for Students) inventory wasadministered in both Turkish and English to teacher education students in the two countries. TheASSIST Inventory contains 67 statements. Respondents indicate their agreement or disagreement– 710 –