HAYEF: Journal of Education
Original Article

Project-Based Learning on Socio-scientific Issues in Environmental Education

1.

İstanbul University-Cerrahpaşa, Hasan Ali Yücel Education Faculty, Science Education Department, İstanbul, Turkey

2.

Kırklareli University, Vocational School of Health Service, Medical Laboratory Techniques Deparment, Kırklareli, Turkey

HAYEF: Journal of Education 2022; 19: 122-129
DOI: 10.54614/hayef.2022.21064
Read: 646 Downloads: 233 Published: 13 June 2022

In this study, the development process of project-based learning activities based on socio-scientific issues in environmental education in the teacher-training program is presented. At the beginning of the development process, the learning objectives, the content boundaries, and socio-scientific issues were determined. The projectbased learning activities were designed to contain the concepts of ecological balance/ecosystem, ecological problems, matter cycle, carbon and ecological footprint, endemic and endangered species, reasons, reducing pollutions (e.g., water, air, land, nuclear, and noise pollution), and recycling. Each activity begins with videos or newspaper clippings including socio-scientific issues causing an environmental problem. Prospective teachers are required to plan and conduct their projects considering project-based learning steps to solve this environmental problem. An assessment rubric is also presented for evaluation of the project-based learning process and prospective teachers’ project report. Project-based learning activities based on the socio-scientific issue in the environmental education in this study are of value and practical in the teacher training classrooms, especially in science and elementary education programs.

Cite this article as: Acar Şeşen, B., & Mutlu, A. (2022). Project-based learning on socio-scientific issues in environmental education. HAYEF: Journal of Education., 19(2), 122-129.

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EISSN 2602-4829