Author(s): Yüksel BÜLBÜL, Ali YILMAZ

The aim of the research was to determine the effect of project-based learning method on prospective social studies teachers’ academic achievement levels on environmental citizenship. The explanatory sequential design of the mixed research method was used in the research. The first stage of the research was organized according to experimental design aimed at quantitative dimension with quasi-experimental model and pretest-posttest control group; and the second stage, according to the qualitative approach. The research was conducted with 72 prospective social studies teachers who took the environmental problems class as an elective and one of the two classrooms that were formed for the research was designated as the experimental group (N=36), and the other as the control group (N=36). The 12-week process of learning/teaching was carried out in the experimental group with the project-based learning method; and in the control group with the traditional learning method. In collecting the quantitative data, the “Achievement Test for Environmental Issues” was applied as pretest-posttest and retention test. The qualitative data were obtained through questions of semistructured interviews that were made with 14 prospective teachers in the experimental group. The quantitative data were analyzed with SPSS 22.0 statistics analysis software by using descriptive statistical techniques, independent samples t-test, two-factor ANOVA test for complex measures and Bonferroni test. The qualitative data were obtained with NVIVO 10 qualitative analysis software byusing content analysis. As a result of the research, it was determined that the application output and acquisitions of project-based learning method during the learning process such as being student-centered, offering the chance to learn by doing and experiencing, and creating a fun learning environment based on collaboration significantly increased the academic achievement levels of the prospective teachers in environmental citizenship and ensured permanent learning. It was recommended to popularize the use of project-based learning method in a well-organized way in order to improve the academic achievement levels of the prospective teachers in environmental citizenship in undergraduate classes aimed at environmental education


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