The effect of project-based learning in social studies course on developing students' competences in Turkey's competence framework (Social competencies, taking initiative and entrepreneurial competence)

In this study, the effect of using the project-based learning approach in the social studies course on the development of the social competencies of the students within the scope of TQF, taking initiative and entrepreneurship was examined. The study was conducted with sixth grade students in the social studies course by using the quasi-experimental method, one of the qualitative and quantitative research methods.This study was carried out for seven weeks in a public school located in Denizli Province Merkezefendi District. The subject of the research is the five achievements of the Production, Distribution and Consumption unit. In the experimental group, the lessons were taught with the project-based learning method. In the control group, the lessons were taught with the traditional learning method.While the project-based learning method was taught in the experimental group, first of all, the students were given information about the process and method. In the experimental group, the class was divided into 5 groups consisting of four and five people. In one group, he formed the 6th group consisting of 2 people voluntarily. The groups were given a list of project topics and they met once a week and worked on the determined project topics. At the end of the studies, an exhibition was held at the school and they made posters and models related to the subject of their project. In the control group, students were not divided into groups. In the study, the social skills scale and the entrepreneurship scale were applied as a pre-test to 42 people in the experimental and control groups. (21~21 people). During the implementation process, a weekly project evaluation form and a reflective diary were applied to the groups, which they were asked to fill in individually. When we look at the results obtained from the quantitative data of the research, it is seen that there is an increasing score between the pre-scale and post-scale scores in the social skills and entrepreneurship skills scale of the experimental group in which the project-based learning method is applied in the secondary school 6th grade Social Studies course and the control group students in which the traditional teaching method is applied, but it is statistically significant. It was concluded that there was no difference. One of the factors in the formation of this result was that the students started with a high score of 4 out of 5 from the pre-test scores. However, when the results obtained from the qualitative data of the research are examined, it has been determined that project-based learning in reflective diaries has positive effects on social skills and entrepreneurship skills.Based on the statements written in the reflective diaries, the students learned new and different information while researching the project topics in the social studies lesson, it was 'very enjoyable' to gather with their friends to produce something and collaborate, and that sometimes there were problems when meeting with friends, but the way to deal with it was still the same. They said they found it themselves. The fact that the products made in the last stage of the project implementation were exhibited at the school and that their friends and teachers came to see them made the students very happy.