Effects of problem based learning on students’ environmental attitude through local vs. non local environmental problems

Download

index.pdf

Date

2008

Author

İşeri Gökmen, Selcen

Metadata

Show full item record

Item Usage Stats

300
views

113
downloads

The purpose of the study was to investigate the relative effect of problem based learning with a non local perspective (PBL1), problem based learning with a local perspective (PBL2) and traditionally designed environmental education (TRD) lectures on elementary school (7th grade) students’ environmental attitude; specifically by the 3 dimensions as; general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic “Why do ecosystems change?” for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as “the declining environmental conditions of Manyas Lake” and the problem of PBL2 group was selected as “the declining v environmental conditions of Akkaya Dam in Nigde” to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students’ environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students’ general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students’ prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students’ awareness of individual responsibility determined after the treatment.

URI

http://etd.lib.metu.edu.tr/upload/12609414/index.pdf
https://hdl.handle.net/11511/17623

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Effect of designed environmental education lectures on environmental attitudes of primary school students Yıldırım, Nuray; Teksöz, Gaye; Department of Elementary Science and Mathematics Education (2008) This study aims to measure the effect of designed environmental education lectures that is based on general environmental problems on primary school students’ attitudes toward environment. The participants of this study obtained from a governmental school in Yüzüncü Yıl districts of Ankara and consists of 51 (18 fourth grade and 33 fifth grade) students. In the study that is held in 2006-2007 education year students implemented to environmental education lectures for one month. The lectures included the “su...
Effect of constructivist learning on student achievement in Classroom Management course in pre service teacher education Akar, Hanife (Wydawnictwo Adam Marszałek, 2010-01-01) The purpose of this study was to understand the impact of social constructivist environment on student achievement in teacher education. An experimental design where the experimental group (n = 66) was subjected to social constructivist environments, and the control group (n = 59) was subjected to traditional learning instruction was used. All participants were administered an achievement test as a pre-test, and post-test. The same test was also administered as a retention test after a three-month summer ho...
Effect of Constructivist Learning on Student Achievement in Pre-service Teacher Education Akar, Hanife (2010-01-01) The purpose of this study was to understand the impact of the social constructivist environment on student achievement in teacher education. An experimental design where the experimental group (n = 66) was subjected to social constructivist environments, and the control group (n = 59) was subjected to traditional learning instruction was used. All the participants were administered an achievement test as a pre-test, and post-test. The same test was also administered as a retention test after a three-month s...
Effects of Conceptual Change Text Based Instruction on Ecology Attitudes toward Biology and Environment Çetin, Gülcan; Ertepınar, Hamide; Geban, Ömer (2015-02-01) The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students’ understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week period with quasi-experimental design. While two classes were called control group, two classes were called experimental group. Each teacher had one control group ...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01) The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...

Citation Formats

S. İşeri Gökmen, “Effects of problem based learning on students’ environmental attitude through local vs. non local environmental problems,” M.S. - Master of Science, Middle East Technical University, 2008.