Doğan, Nihal2021-06-232021-06-232017978-84-697-6957-72340-1095https://hdl.handle.net/20.500.12491/9336https://doi.org/10.21125/iceri.2017.131510th Annual International Conference of Education, Research and Innovation (ICERI) -- NOV 16-18, 2017 -- Seville, SPAINOver the past 50 years, many studies have examined on a shift in teaching science course content delivery, instruction, and teacher-learner interaction that occurs neither wholly face-to-face, nor entirely online. The synthesis, represents as blended learning, in many cases, an essential change in the learning environment that teachers and students experience. The terms hybrid, mixed or integrative are used interchangeably. This is mainly because there is no consensus on a universal definition of blended learning methodology. Blended learning is generally a combination of formal classroom methods (Problem based learning, Argumentation, Project based approaches, etc.) with e-learning, and it has three components: the mentor or teacher, online learning materials and skills developed during the classroom experience. The present research constitutes a conscious attempt to focus on using a blend of two effective learning approaches, Problem base learning (PBL) & History of science (HOS), with technology.eninfo:eu-repo/semantics/closedAccessScientific LiteracyProblem Based LearningHistorical Base ApproachPre-sevice Science TeachersCreative ThinkingBlended Learning and TeachingConference Object10.21125/iceri.2017.131549834983WOS:000429975305014N/A