The impact of problem-based learning on students' attitudes and awareness towards socioscientific issues and the environment

This study aims to investigate the impact of problem-based learning approach on 7th-grade middle school students' attitudes and awareness towards socio-scientific issues and the environment. The research employs a mixed-method approach, incorporating both quantitative and qualitative methodologies. For the quantitative part of the research, a pre-test post-test control group quasi-experimental design is utilized, while a case study design is employed for the qualitative part. The sample of the study consists of 50 7th-grade students from a middle school affiliated with the Ministry of National Education in a district of Giresun. There are 25 students in the control group and 25 students in the experimental group. While traditional teaching methods are used in the control group, problem-based learning approach is employed in the experimental group. The study process lasted for 15 weeks for both groups. "Primary School Students' Attitude Scale towards the Environment", "Children's Attitude Scale towards Socio-Scientific Issues", and an "Open-ended Questionnaire" were used as pre-test and post-test measurements. Parametric tests including independent samples t-test, dependent samples t-test, and ANCOVA were used for quantitative data analysis, while content analysis technique was utilized for qualitative data analysis. The results of the study revealed that the problem-based learning approach did not have a significant impact on students' attitudes towards the environment. However, it was found to have a positive effect on students' attitudes towards socio-scientific issues. Lastly, it was concluded that both the traditional method and the problem-based learning approach enhanced students' awareness of environmental and socio-scientific issues.