The project-based learning approach in environmental education

The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in...

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Bibliographic Details
Published inInternational research in geographical and environmental education Vol. 24; no. 2; pp. 105 - 117
Main Author Genc, Murat
Format Journal Article
LanguageEnglish
Published Routledge 03.04.2015
Subjects
Attitude Change
Attitude Measures
Creativity
Elementary School Teachers
Environment
environmental attitude
Environmental attitudes
Environmental awareness
Environmental Education
environmental knowledge, environmental problems
environmental solutions
Foreign Countries
Gender Differences
Group activities
Higher education
Mixed Methods Research
Multimethod techniques
Project based learning
Student Attitudes
Student Projects
Teacher Education Programs
Teaching Methods
Turkey
Undergraduate Students
Turkey
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Summary:The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in students who developed projects on environmental problems. A mixed-method explanatory design was used to flesh out study results. After being informed about basic environmental concepts and project-based learning, students engaged themselves in group work to develop projects regarding environmental problems. The developed projects were presented with the aim of informing students. According to research results, although a significant gender difference in environmental attitudes was not found, project-based learning had a positive effect on students' environmental attitudes. Students defined project-based learning use in environmental education as an approach that is beneficial, enhancing creativity, encouraging research and providing permanent learning. Students believed this practice helped them define environmental problems more clearly and take on more active tasks in the solution process.
Bibliography:Refereed article. Includes bibliographical references.
International Research in Geographical and Environmental Education; v.24 n.2 p.105-117; May 2015
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2014.993169