The use of acti̇ve learni̇ng approaches i̇n mi̇ddle school soci̇al studi̇es teachi̇ng: An acti̇on research

Students may encounter difficulties in comprehending the learning outcomes and process elements associated with the natural and human environment, as well as natural disasters, which are integral to the social studies curriculum. This research sought to facilitate students' attainment of these learning outcomes and process components through the development of action plans utilizing active learning strategies. To this end, the study employed the action research methodology. Action research was chosen for its practical, adaptable, and participatory nature, allowing the researcher to implement and evaluate educational practices concurrently. The study involved 32 fifth-grade students (5-A) from a public school in İzmit, Kocaeli, selected through convenient sampling. The implementation comprised four action plans, each incorporating an active learning strategy aligned with the new 2024-2025 social studies curriculum, over a four-week period. Data collection was conducted concurrently with the implementation, as is customary in action research, and lessons were documented using video recordings during this period. Data collection instruments included an unstructured observation form (video recordings), a teacher diary form, worksheets, and a semi-structured interview form. Additionally, during the implementation, students participated in collaborative and hands-on activities, producing various outputs such as poems, models, posters, compositions, and drawings. The collected data were analyzed through content analysis. The study's findings suggest that integrating the active learning approach within an action research framework enabled students to achieve a deeper conceptual understanding of environmental change and disaster preparedness, attain enduring learning while enjoying the process, and enhance their enthusiasm and motivation to participate in class. These findings provide practical insights for educators and contribute academic value to the action research literature in education, underscoring the importance of flexible teaching planning, teacher collaboration, and ongoing reflection. Recommendations are provided for future research and classroom applications.