The effects of project based learning method on the preservice science teachers' environmental literacy

With this research it is aimed that investigate to project-based learning method that used in Environmental Courses elementary science teaching students' on the effect of environmental literacy. For this purpose, project-based learning method was examined impact on knowledge, attitudes, awareness, sensitivity, behaviour and problem solving skills subscales of environmental literacy of individuals. Research was conducted the spring term of the academic year 2013-2014, Firat University, Faculty of Education, Department of Science Teacher Education 3. Grade preservice teachers during the 15-week course at the Environmental Courses. Study group included 55 preservice teachers. Single group pre-test and post-test model were used in this study. The Environmental Courses was processed activities set up by teacher candidates were active to the project-based learning method. Throughout the process preservice teachers have developed projects related to environmental issues engaged of by using scientific measurement tools (probeware). At the same time Environmental Course virtual classroom (Blackboard learning management system) application has been given place. Data collection tool in the research used knowledge for the environment, attitude, sensitivity, behavior, awareness and problem solving skills measuring tools. Also end of the course was conducted semi-structured interviews with each of the preservice teachers in order to learn their views about the course. In the study, mixed method is used that combines quantitative and qualitative research methods. Environmental Course prepared by project-based learning method were analyzed measuring means which are applied before and after knowledge of the environment, attitudes, and behaviors sensitivity sub-dimensions for quantitative, both quantitative and qualitative sub-dimensions for problem solving and awareness for the subscales with qualitative methods. For this purpose, for quantitive analysis SPSS (Statistical Package for Social Sciences) 17 and Excel 2010 were used. Also for qualitive analysis, semi-structured interviews content analysis was used to about the awareness sub dimension and the descriptive analysis were used problem solving sub dimension. According to the analysis of data obtained pre-test and post-test comparison of measurement tools was found a significant increase in favor of the post test all of sub-dimensions. This result, Environmental Course prepared by project-based learning method showed that a positive impact of environmental education course' environmental literacy in all dimensions. In addition, as a result of semi-structured interviews; project-based learning method to be effective in environmental education and projects prepared by preservice teachers determined to gain the ability to do scientific research.