Teachers' views on applicability of project-based learning to multigraded classrooms

In order to ensure the education right, which is one of the basic rights of individuals, various applications have been performed. One of these is multigraded classroom. Considering present multigraded classroom conditions, the method to be used for education is very important. Because students participate in the process actively and take responsibility for their own learning, and teacher guides them in this process, this project-based learning method could be used in schools. In this study, the aim is to determine teachers' views on applicability of project-based learning to multigraded classrooms. Within the framework of qualitative research method, case study pattern was used for the study. For data collection, semi-structured interview and survey developed by the researcher were used in the study. The population of the study consists of 24 teachers still working in multigraded classrooms in Giresun. The data acquired from the study was analyzed with the help of frequencies- percent, content analysis and descriptive analysis. As a result of the study, it was concluded that according to teachers, project-based learning can be applied to multigraded classrooms, however, its application can provide both advantages and disadvantages in terms of teachers and students. It was observed in the study that teachers have not enough knowledge about project-based learning. Teachers should be given enough information about project-based learning and they should be provided enough experience in project-based learning.