The effect on students' environmental sensitivities of project based learning in social studies lesson

The aim of this research is to find out whether applying the project-based learning method in the Social Studies course contributes to the increase of secondary school students' environmental sensitivities. The research was designed as an experimental design with pretest posttest control group as a method. When the research was examined in terms of data collection, it is described as a mixed study due to the presence of both quantitative and qualitative data. In order to strengthen the experimental dimension of the research, it is preferred to conduct studies in two schools. The study group was determined as an easily accessible sample by the researcher. During the 2018-2019 academic year, research was conducted in a total of four 7th grade students, two in the experimental group and two in the control group. "Environmental Sensitivity Scale" and "Environmental Projects Student Interview Form" developed by the researcher were used to collect data. The quantitative data obtained were analyzed with the SPSS 21 program. The qualitative data of the research were processed into the Excel program, and appropriate themes were created and analyzed with the help of content analysis. After the experimental process, a significant difference was found between both experimental and control groups. As a result of the study, PBL applications were contributed scientifically to the students. While students' positive perspectives towards environmental problems have developed, their willingness to participate in projects has increased. While the students see participation in environmental projects as a civic responsibility, they stated that they want to direct people to make projects. 78% of the students participating in the research stated that they want to take part in non-governmental organizations working on the environment. When we look at the results of the research in general, it has been revealed that PBL applications are an effective method in increasing students' environmental sensitivities. In addition, according to the analysis results of the interviews; It can be said that PBL practices, together with environmental sensitivities, support students in providing scientific contributions, developing different perspectives, taking responsibility, contributing to personal development, and increasing their research and application capacities. Supporting the quantitative and qualitative findings and research results obtained within the scope of the study, it has been revealed that PBL is an original study that reveals that it increases environmental sensitivities. Research shows that students gain more sensitivity in active learning environments. In this context, an environmental education course based on active learning practices can be given in secondary schools.