The aim of this research is to present a qualitative analysis of the effect of problem-based active learning in the “Literary Theory” lessons that are given in the German Teaching and German Language and Literature departments of the universities to the student’s learning of literature concepts. Document analysis technique was used in this study that is conducted according to qualitative research methods. The research was carried out in general literary theories and on a total of 35 students that receive education in the third and fourth grades of German Language and Literature Department in Fırat University in the academic year 2012-2013. The data of the study were achieved from the open ended questions that were asked to the students after 20 lessons lasting application. The open ended questions that are in the study, was coded qualitatively in the form of open coding. The subjects were discussed with the problem-based learning method in the experimental group and with the traditional teaching method that is also known as classical method, in the control group. In the data obtained at the end of the study it was confirmed that problem-based active learning is effective in concept learning and conceptual development and also minimizing the misconceptions.
German Teaching, Concept Learning, Problem-Based Learning, Active Learning