The Effect of project-based learning on 5th grade students' environmental literacy in social studies education

This study explores the effect of Project-Based Learning (PBL) approach on fifth-grade students' environmental literacy in social studies course. The study, conducted using an explanatory mixed-methods design, involves students and Social Studies teachers from a public middle school during the 2023-2024 academic year. The research spanned nine weeks, including two pilot weeks and seven experimental weeks. Data were collected using achievement tests, an environmental literacy scale, and semi-structured interview forms. Pre-tests and post-tests were administered to both experimental and control groups. The results indicate significant increase in the environmental literacy knowledge dimension for the experimental group, but no significant difference was found in the behavior and attitude dimensions. When comparing intra-group scores for achievement, behavior, and attitude, the experimental group showed significant differences, while no such difference was observed in the control group. Qualitative analyses provided detailed insights into the experiences of both students and the teacher, supporting the quantitative findings. Students reported that the PBL (Project-Based Learning) approach increased their interest in environmental issues, made learning more meaningful, and contributed to the development of skills such as collaboration and problem-solving. The teacher, on the other hand, noted that the PBL approach offered students opportunities for active learning but also presented challenges in areas such as time management and guidance.