The effect of activities prepared with design-based learning approach within the scope of environmental education on pre-service teachers' environmental literacy, sustainable development perceptions and epistemic beliefs

The main aim of this research is to study the effect of the activities prepared with the design-based learning approach within the scope of environmental education on the environmental literacy, sustainable development views, and epistemic beliefs of teacher candidates. The sample of the research consists of 70 social studies teacher candidates studying at the education faculty of a state university. Pre-service teachers were selected randomly from the 1st, 2nd, 3rd, and 4th-grade teacher candidates who participated voluntarily and willingly using the convenient sampling method. The variation design, one of the basic mixed methods, was used in the research process. In this context, quantitative and qualitative data collection tools were employed. Personal Information Form, Environmental Affective Tendency Scale, Environmental Behavior Scale, and Sustainable Development Awareness Scale were utilized as quantitative data collection tools. The semi-Structured Interview Form was preferred as a qualitative data collection tool. Descriptive and inferential statistics analyzed the quantitative application data of the research, and the qualitative application data were analyzed by content analysis. As a result of the research, it was determined that the views of social studies teacher candidates create significant differences in terms of various variables. It can be stated that pre-service teachers have gained awareness about environmental literacy, sustainable development, and epistemic beliefs.