The goal of this research is to present the effects of virtual learning environments, specifically designed according to the problem-based learning approach (PBL) for 7th-grade students’ science lessons. The effects of these specific environments on students’ academic success, problem-solving skills and motivations were carefully analyzed and interpreted. In this context, mixed-method, combining qualitative and quantitative methods, was adopted. The pre-test-post-test control group designs were used in the quantitative dimension of the study and the focus group interview was conducted with the experimental group students to support the quantitative findings. The study group of the research involved 68 students in 7th grade in a secondary school. At the end of the research, on the basis of the quantitative data analysis it can be said that: According to the last-tests of the experimental and control groups, the virtual learning environment designed on the basis of the problem-based learning approach was more efficient on increasing the academic success and problem-solving skills of the experimental group students when compared to the control group students. However, findings of the motivation survey indicate that motivations of the experimental and control groups didn’t significantly differentiate. According to the quantitative results of the research, experimental group students delivered positive opinions especially about making lessons more fun and relating to real-life, which are the parts of the virtual learning environment designed according to the problem-based learning approach. It was observed that, in terms of the activities, students had positive opinions mostly about giving the chance to discuss opinions and make interpretations. In addition to this, it was seen that the students believed that their problem-solving skills had developed thanks to the activities. Regarding the topic of conducting group studies while using virtual learning methods, students stated that they had positive opinions as these studies gave them the opportunity to exchange ideas. However, they were disturbed by the fact that there were too many irrelevant interpretations during the process.

这项研究的目的是展示虚拟学习环境的效果，该效果是根据针对七年级学生的科学课的基于问题的学习方法（PBL）专门设计的。这些特定环境对学生的学业成就，解决问题的技巧和动机的影响已得到仔细分析和解释。在这种情况下，采用了定性和定量相结合的混合方法。测试前，测试后的对照组设计用于研究的量化范围，焦点组访谈是与实验组学生进行的，以支持量化结果。该研究的研究小组让68名7年级的学生进入一所中学。在研究结束时，在定量数据分析的基础上，可以说：根据实验组和对照组的最后测试，与基于实验组的学生相比，基于问题的学习方法设计的虚拟学习环境在提高实验组学生的学术成功和解决问题的能力方面更为有效。对照组学生。然而，动机调查的结果表明，实验组和对照组的动机没有明显的区别。根据研究的定量结果，实验小组的学生尤其在使课程变得更加有趣和与现实生活有关方面发表了积极的意见，这是根据基于问题的学习方法设计的虚拟学习环境的一部分。据指出，就活动而言，学生给予积极的意见，主要是因为有机会讨论意见和作出解释。除此之外，还可以看到学生们相信自己的问题解决技能是由于这些活动而发展的。关于使用虚拟学习方法进行小组学习的话题，学生们说，他们有积极的看法，因为这些研究使他们有机会交流思想。但是，他们对此感到不安，因为在此过程中有太多不相关的解释。学生说他们有积极的看法，因为这些研究使他们有机会交流思想。但是，他们对此感到不安，因为在此过程中有太多不相关的解释。学生说他们有积极的看法，因为这些研究使他们有机会交流思想。但是，他们对此感到不安，因为在此过程中有太多不相关的解释。