The usage of argumentation-based and problem-based learning approaches intended for developing the environmental literacy of pre-service science teachers

In this research, the effect of the usage of argumentation-based and problem-based learning approaches in the development of environmental literacy of pre-service science teachers were investigated. The research was designed in means of an action research. The implementation of the study was carried out in the spring term of the educational year 2011-2012 at Gazi University Gazi Faculty of Education, Department of Primary Education Branch of Science Education. Teaching applications were applied on all 34 students whereas the study was mainly carried out with six focus students consisting of three male and three female. Throughout the study, the work on the development of environment literacy was done in a total of 45 hours inside the class Environment Science in between 28.02.2012-08.05.2012. The data of the study were gathered with different tools as video records, semi-structured interviews, researcher diaries, peer assessment forms, student diaries, handcrafts, messages sent to social sharing networks, proficiency test toward environment, affective tendency scale toward environment, cognitive skills scale toward environment and scale of responsible environmental behavior. The quantitative data of the study were analyzed through SPSS 20.00 package program. For the qualitative data, descriptive analysis was used for data obtained throughout the implementation proces : On the other hand, the program Nvivo-9 with categorical content analysis basis was used to analyze the data of semi-structured interviews obtained after the implementation process and the obtained findings were interpreted sticking to research question :The results obtained from this study revealed that the environment literacy had students develop themselves in means of knowledge, skills, affective tendencies and behavioral dimension : A statistically meaningful difference was found between scores of the pre-test(proficiency test applied before the applications) and post-test in favor of post-test where the same proficiency test was used as a post-test along with affective tendency scale, cognitive skills scale toward environment and scale of responsible environmental behavior which were applied after application : This finding was also supported by the findings obtained from qualitative assessment tool : On the other hand, when the sub-dimensions of the affective tendency scale were examined, a meaningful statistical difference was found in intent to do action and personal responsibility sub-dimensions whereas no meaningful difference was found in terms of sensitiveness and prevention of the damage done to environment sub-dimension : Furthermore, when the sub-dimensions of the responsible behavior scale were examined, it was concluded that except the source preservation activities in favor of persons economic benefit, there was a meaningful statistical development in the behavioral dimensions of spare time activities concerning the environment, recycling effort, responsible citizen environment activism and sensitive consumer. However, it was determined from the qualitative data that in all sub-dimensions and all scales in general, there was a development. According to the semi-structured interviews which were carried out with focus students to determine whether the Environment Science class was effective, student opinions were clustered on data mining skills, data analyzing skills and development of data mining skills .Furthermore, it was stated by the students that this dimension of the application was limited by internet but it was an effective method in means of preparation to the class