The effect of project-based learning activities enriched with history of science on 7th grade students’ scientific literacy level and perceptions of 21st century learning practices

Date

2024-2-14

Author

Uçar, Fatma Melike

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This study investigates the effectiveness of the Project-Based Learning enriched with the history of science (PBL-HOS) instruction on seventh-grade students' scientific literacy and their perceptions of 21st century learning practices in science classes. The Embedded Experimental Model, a mixed design intended to establish cause-and-effect relationships, was utilized in the research. A total of 133 seventh-grade students participated, with similar classes strategically assigned to experimental and comparison groups based on pretest data. Six students were selected from each group using the Maximum Variation Sampling Method and participated in semi-structured interviews. The data obtained before and after the instruction were analyzed using two separate Independent-Samples t-tests for the Science Process Skills Test and the Force and Energy Achievement Test. For the Survey of Perception of 21st Century Learning Practices and the Test of Science Related Attitudes, two separate one-way MANOVAs were conducted. The data obtained through the Views of Nature of Science Elementary School Version were analyzed using Chi-square Tests for each aspect of the nature of science. Additionally, qualitative data obtained from variable-specific interviews were examined through content analysis. Results indicated that while the groups were similar initially, the experimental group demonstrated significantly better performance across all dependent variables after the instructions. In essence, PBL-HOS instruction emerged as more effective than curriculum-oriented teaching in cultivating scientific literacy, encompassing aspects such as nature of science views, attitudes towards science, science process skills, content knowledge, and the development of 21st-century skills in science classes, including communication, collaboration, critical thinking, problem-solving, and creativity.

Subject Keywords

Project-based learning, History of science instruction, 21st century skills, Scientific literacy, Mixed design

URI

https://hdl.handle.net/11511/108346

Collections

Graduate School of Social Sciences, Thesis