Araştırma Makalesi
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Yıl 2020, , 177 - 192, 01.07.2020
https://doi.org/10.21891/jeseh.705145

Öz

Kaynakça

  • Ajiboye, J. O. & Olatundun, S. A.(2010). Impact of some environmental education outdoor activities on Nigerian primary school pupils’ environmental knowledge. Applied Environmental Education and Communication, 9(3), 149-158.
  • Albanese, M.A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81.
  • Aminrad, Z., Zakariya, S. Z., Hadi, A. S., & Sakari, M. (2013). Relationship between awareness, knowledge and attitudes towards environmental education among secondary school students in Malaysia. World Applied Sciences Journal, 22(9), 1326-1333.
  • Ashford, N.A. (2004). Major challenges to engineering education for sustainable development: What has to change to make it creative, effective, and acceptable to the established disciplines? International Journal of Sustainability in Higher Education, 5(3), 239-50.
  • Bildik,G.(2011).İlköğretim7.sınıftaVerilen Çevre Konusunun Öğrencilerin Çevrese lTutumu ve Çevre Bilgisi Üzerine Etkisi(Yayınlanmamış Yüksek Lisans Tezi)[The influence of environment unit in the 7th grade on students attitude toward environment and their environment knowledge (Unpublished master’s thesis)]. GaziÜniversitesiEğitimBilimleriEnstitüsü. Ankara. 96s [Gazi University, Institute of Educational Sciences, Ankara, Turkey].
  • Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom's cognitive and affective domains. Teaching of Psychology, 32(3), 154-159.
  • Bögeholz, S. (2006). Nature experience and its’importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental Education Research, 12(1), 65-84.
  • Bradley, J. C., Waliczek, T. M. & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students, Journal of Environmental Education, 30(3), 17–22.
  • Brundiers, K. & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem and project-based learning courses in sustainability. Sustainability, 5, 1725- 1746.
  • Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. The Journal of Environmental Education, 40(3), 2-12.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228-1239.
  • Chapman, D. & Sharma, K. (2001). Environmental attitudes and behavior of primary and secondary students in Asian cities: An overview strategy for implementing an eco-schools programme. The Environmentalist, 21, 265-272.
  • Dahlgren, M. A. & Öberg, G. (2001). Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education, 41, 263–282.
  • DiEnno, C. M., &Hilton, S. C. (2005). High school students' knowledge, attitudes, and levels of enjoyment of an environmental education unit on nonnative plants. The Journal of Environmental Education, 37(1), 13-25.
  • Dochy, F., Segers, M., Van der Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning Instruction, 3, 533–568.
  • Etherington, M. B (2011). Investigative primary science: A problem-based learning approach [online]. Australian Journal of Teacher Education (Online), 36(9), 53-74.
  • Gorghiu, G., Draghicescu, L. M., Cristea, S., Petrescu, A., & Gorghiu, L. M. (2015). Problem-Based learning- An efficient learning strategy in the science lessons context. Procedia-Social and Behavioral Sciences, 191, 1865-1870.
  • Hamzah, N., &Harun, J. (2014, April). Investigating students' reflective thinking level in online discussion forum. Proceedings of Teaching and Learning in Computing and Engineering (LaTiCE)(pp. 25-28). Kuching, Malasia.
  • Haney, J. J., Wang, J., Keil, C., & Zoffel, J. (2007). Enhancing teachers' beliefs and practices through problem-based learning focused on pertinent issues of environmental health science.The Journal of Environmental Education, 38(4), 25-33.
  • Hafezi, S., Shobiri, S.M., Sarmadi, M.R. & Abass, E. (2013). Novel of environmental communal education: Content analysis based on distance education approach. Turkish Online Journal of Distance Education-TOJDE, 14(1), 154-165.
  • Jansson, S., Söderström, H., Andersson, P. L., & Nording, M. L. (2015). Implementation of problem-based learning in environmental chemistry. Journal of Chemical Education, 92(12), 2080-2086.
  • Kadji-Beltran, C., Barker, S., Rager, G. (2001, April). Primary School Pupils’ Awareness of Environmental Issues: The Influences of Teaching Styles and activities. Science And Technology Education: Preparing Future Citizens. In D. Valanides (Ed), 2001. Proceedings of the IOSTA Symposium in Southern Europe (pp. 399-411). Paralimni, Cyprus, April 29– May 2, 2001 (ERIC Document Reproduction Service No ED466370).
  • Kaplowitz, M. D. & Levine, R. (2005). How environmental knowledge measures up at a big ten university. Environmental Education Research, 11(2), 143-160.
  • Keil, C., Haney, J., & Zoffel, J. (2009). Improvements in student achievement and science process skills using environmental health science problem-based learning curricula. Electronic Journal of Science Education, 13(1), 1-18.
  • Kelly, O., &Finlayson, O. (2009). A hurdle too high? Students’ experience of a PBL laboratory module. Chemistry Education Research and Practice, 10(1), 42-52.
  • Kızılkaya, G. & Aşkar, P.(2009). The development of a reflective thinking skill scale towards problem solving. Education and Science, 34(154), 82-92.
  • Korhonen, K., & Lappalainen, A. (2004). Examining the environmental awareness of children and adolescents in the Ranomafanaregion, Madagascar. Environmental Education Research, 10(2), 195-216.
  • Kwan, T. & So, M. (2008). Environmental learning using a problem-based approach in the field: A case study of a Hong Kong school. International Research in Geographical and Environmental Education, 17(2), 93-113.
  • Lahiri, S. (2011). Assessing the environmental attitude among pupil teachers in relation to responsible environmental behavior: A leap towards sustainable development. Journal of Social Sciences, 7(1), 33-41.
  • La Trobe, H. L. L. & Acott, T. G. (2000). A modified NEP/DSP environmental attitudes scale. The Journal of Environmental Education, 32(1), 12-20.
  • Lieflander, A. K., Fröhlich, G., Bogner, F. X., & Schultz, W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370-384.
  • Makki, M. H., Abd-El-Khalick, F., & Boujaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33.
  • Marklin Reynolds, J. & Hancock, D. R. (2010). Problem‐based learning in a higher education environmental biotechnology course.Innovations in Education and Teaching International, 47(2), 175-186.
  • McGibbon, C. & Van Belle, J. P. (2015). Integrating environmental sustainability issues into the curriculum through problem-based and project-based learning: a case study at the University of Cape Town. Current Opinion in Environmental Sustainability, 16, 81–88.
  • McParland, M., Noble, L. M., &Livingston, G. (2004). The effectiveness of problem‐based learning compared to traditional teaching in undergraduate psychiatry. Medical Education, 38(8), 859-867.
  • Mittelstaedt, R., Sanker, L., &VanderVeer, B. (1999). Impact of aweek-long experiential education program on environmental attitude and awareness. Journal of Experiential Education, 22(3), 138-148.
  • Namvar, Y., Naderi, E., Shariatmadari, A., & Seifnaraghi, M. (2009). Studying the impact of web-based learning (Weblog) with a problem solving approach on student's reflective thinking. International Journal of Emerging Technologies in Learning, 4(2), 33-38.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32-36.
  • Preus, B. (2012). Authentic instruction for 21st century learning: Higher-order thinking in an inclusive school. American Secondary Education, 40(3), 59-79.
  • Reynolds, J. M & Hancock, D. R. (2010). Problem‐based learning in a higher education environmental biotechnology course.Innovations in Education and Teaching International, 47(2), 175-186.
  • Said, A. M., Yahaya, N., & Ahmadun, F. R. (2007). Environmental comprehension and participation of Malaysian secondary school students. Environmental Education Research, 13(1), 17-31.
  • Salequzzman, M. D. & Stocker, L. (2001). The context and prospects for environmental education and environmental career in Bangladesh. International Journal of Sustainability in Higher Education, 2(2), 104–121.
  • Schmidt, H.G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422–432.
  • Senocak, E., Taskesenligil, Y., & Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37, 279-290.
  • Smith, C. A. (1995). Features section: problem based learning. Biochemistry and Molecular Biology Education, 23(3), 149–152.
  • Stauffacher, M., Walter, A.I., Lang, D.J., Wiek, A., & Scholz, R.W. (2006). Learning to research environmental problems from a functional socio‐cultural constructivism perspective: The transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7(3), 252-275.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.
  • Vasconcelos, C. (2012). Teaching environmental education through PBL: Evaluation of a teaching intervention program. Research in Science Education, 42, 219-232.
  • Vernon, D.T.A., & Blake, R.L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550–563.
  • Waliczek, T. M., & Zajicek, J. M. (1999). School gardening: Improving environmental attitudes of children through hands-on learning. Journal of Environmental Horticulture, 17(4), 180-184.
  • Wiek, A., Ness, B., Schweizer-Ries, P., Brand, F. S., & Farioli, F. (2012). From complex systems analysis to transformational change: A comparative appraisal of sustainability science projects. Sustainability Science, 7(1), 5-24.
  • Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584).
  • Wong, K. K. H., &Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39(5), 625-642.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students' reflective learning processes. Internet and Higher Education, 11, 18–25.

The Effect of Problem-based Learning on 7th-grade Students’ Environmental Knowledge, Attitudes, and Reflective Thinking Skills in Environmental Education

Yıl 2020, , 177 - 192, 01.07.2020
https://doi.org/10.21891/jeseh.705145

Öz

The study aimed to investigate the effect of authentic problem-based learning (PBL) activities in the unit of “Human and Environment” on 7th graders’ environmental information, their reflective thinking skills and their environmental attitudes. The sample of the study consisted of 53 7th grade students from two different classes attending Science and Technology Course at a government school in Turkey. One of the groups was attended as control group the other one was attended as experimental groups. Reflective Thinking Skills Scale, Environmental Knowledge Test, and Environmental Attitude Scale were used as data collection tools. The research design of the study was quasi experimental pre-test post-test control group design. The experimental group was taught by PBL and the control group was taught by didactic teaching method. The results of the study displayed that PBL had significant effect on 7th graders’ environmental knowledge; environmental attitudes but it had no significant effect on students’ reflective thinking skills.

Kaynakça

  • Ajiboye, J. O. & Olatundun, S. A.(2010). Impact of some environmental education outdoor activities on Nigerian primary school pupils’ environmental knowledge. Applied Environmental Education and Communication, 9(3), 149-158.
  • Albanese, M.A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81.
  • Aminrad, Z., Zakariya, S. Z., Hadi, A. S., & Sakari, M. (2013). Relationship between awareness, knowledge and attitudes towards environmental education among secondary school students in Malaysia. World Applied Sciences Journal, 22(9), 1326-1333.
  • Ashford, N.A. (2004). Major challenges to engineering education for sustainable development: What has to change to make it creative, effective, and acceptable to the established disciplines? International Journal of Sustainability in Higher Education, 5(3), 239-50.
  • Bildik,G.(2011).İlköğretim7.sınıftaVerilen Çevre Konusunun Öğrencilerin Çevrese lTutumu ve Çevre Bilgisi Üzerine Etkisi(Yayınlanmamış Yüksek Lisans Tezi)[The influence of environment unit in the 7th grade on students attitude toward environment and their environment knowledge (Unpublished master’s thesis)]. GaziÜniversitesiEğitimBilimleriEnstitüsü. Ankara. 96s [Gazi University, Institute of Educational Sciences, Ankara, Turkey].
  • Bolin, A. U., Khramtsova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom's cognitive and affective domains. Teaching of Psychology, 32(3), 154-159.
  • Bögeholz, S. (2006). Nature experience and its’importance for environmental knowledge, values and action: Recent German empirical contributions. Environmental Education Research, 12(1), 65-84.
  • Bradley, J. C., Waliczek, T. M. & Zajicek, J. M. (1999). Relationship between environmental knowledge and environmental attitude of high school students, Journal of Environmental Education, 30(3), 17–22.
  • Brundiers, K. & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem and project-based learning courses in sustainability. Sustainability, 5, 1725- 1746.
  • Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. The Journal of Environmental Education, 40(3), 2-12.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228-1239.
  • Chapman, D. & Sharma, K. (2001). Environmental attitudes and behavior of primary and secondary students in Asian cities: An overview strategy for implementing an eco-schools programme. The Environmentalist, 21, 265-272.
  • Dahlgren, M. A. & Öberg, G. (2001). Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education, 41, 263–282.
  • DiEnno, C. M., &Hilton, S. C. (2005). High school students' knowledge, attitudes, and levels of enjoyment of an environmental education unit on nonnative plants. The Journal of Environmental Education, 37(1), 13-25.
  • Dochy, F., Segers, M., Van der Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning Instruction, 3, 533–568.
  • Etherington, M. B (2011). Investigative primary science: A problem-based learning approach [online]. Australian Journal of Teacher Education (Online), 36(9), 53-74.
  • Gorghiu, G., Draghicescu, L. M., Cristea, S., Petrescu, A., & Gorghiu, L. M. (2015). Problem-Based learning- An efficient learning strategy in the science lessons context. Procedia-Social and Behavioral Sciences, 191, 1865-1870.
  • Hamzah, N., &Harun, J. (2014, April). Investigating students' reflective thinking level in online discussion forum. Proceedings of Teaching and Learning in Computing and Engineering (LaTiCE)(pp. 25-28). Kuching, Malasia.
  • Haney, J. J., Wang, J., Keil, C., & Zoffel, J. (2007). Enhancing teachers' beliefs and practices through problem-based learning focused on pertinent issues of environmental health science.The Journal of Environmental Education, 38(4), 25-33.
  • Hafezi, S., Shobiri, S.M., Sarmadi, M.R. & Abass, E. (2013). Novel of environmental communal education: Content analysis based on distance education approach. Turkish Online Journal of Distance Education-TOJDE, 14(1), 154-165.
  • Jansson, S., Söderström, H., Andersson, P. L., & Nording, M. L. (2015). Implementation of problem-based learning in environmental chemistry. Journal of Chemical Education, 92(12), 2080-2086.
  • Kadji-Beltran, C., Barker, S., Rager, G. (2001, April). Primary School Pupils’ Awareness of Environmental Issues: The Influences of Teaching Styles and activities. Science And Technology Education: Preparing Future Citizens. In D. Valanides (Ed), 2001. Proceedings of the IOSTA Symposium in Southern Europe (pp. 399-411). Paralimni, Cyprus, April 29– May 2, 2001 (ERIC Document Reproduction Service No ED466370).
  • Kaplowitz, M. D. & Levine, R. (2005). How environmental knowledge measures up at a big ten university. Environmental Education Research, 11(2), 143-160.
  • Keil, C., Haney, J., & Zoffel, J. (2009). Improvements in student achievement and science process skills using environmental health science problem-based learning curricula. Electronic Journal of Science Education, 13(1), 1-18.
  • Kelly, O., &Finlayson, O. (2009). A hurdle too high? Students’ experience of a PBL laboratory module. Chemistry Education Research and Practice, 10(1), 42-52.
  • Kızılkaya, G. & Aşkar, P.(2009). The development of a reflective thinking skill scale towards problem solving. Education and Science, 34(154), 82-92.
  • Korhonen, K., & Lappalainen, A. (2004). Examining the environmental awareness of children and adolescents in the Ranomafanaregion, Madagascar. Environmental Education Research, 10(2), 195-216.
  • Kwan, T. & So, M. (2008). Environmental learning using a problem-based approach in the field: A case study of a Hong Kong school. International Research in Geographical and Environmental Education, 17(2), 93-113.
  • Lahiri, S. (2011). Assessing the environmental attitude among pupil teachers in relation to responsible environmental behavior: A leap towards sustainable development. Journal of Social Sciences, 7(1), 33-41.
  • La Trobe, H. L. L. & Acott, T. G. (2000). A modified NEP/DSP environmental attitudes scale. The Journal of Environmental Education, 32(1), 12-20.
  • Lieflander, A. K., Fröhlich, G., Bogner, F. X., & Schultz, W. (2013). Promoting connectedness with nature through environmental education. Environmental Education Research, 19(3), 370-384.
  • Makki, M. H., Abd-El-Khalick, F., & Boujaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33.
  • Marklin Reynolds, J. & Hancock, D. R. (2010). Problem‐based learning in a higher education environmental biotechnology course.Innovations in Education and Teaching International, 47(2), 175-186.
  • McGibbon, C. & Van Belle, J. P. (2015). Integrating environmental sustainability issues into the curriculum through problem-based and project-based learning: a case study at the University of Cape Town. Current Opinion in Environmental Sustainability, 16, 81–88.
  • McParland, M., Noble, L. M., &Livingston, G. (2004). The effectiveness of problem‐based learning compared to traditional teaching in undergraduate psychiatry. Medical Education, 38(8), 859-867.
  • Mittelstaedt, R., Sanker, L., &VanderVeer, B. (1999). Impact of aweek-long experiential education program on environmental attitude and awareness. Journal of Experiential Education, 22(3), 138-148.
  • Namvar, Y., Naderi, E., Shariatmadari, A., & Seifnaraghi, M. (2009). Studying the impact of web-based learning (Weblog) with a problem solving approach on student's reflective thinking. International Journal of Emerging Technologies in Learning, 4(2), 33-38.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32-36.
  • Preus, B. (2012). Authentic instruction for 21st century learning: Higher-order thinking in an inclusive school. American Secondary Education, 40(3), 59-79.
  • Reynolds, J. M & Hancock, D. R. (2010). Problem‐based learning in a higher education environmental biotechnology course.Innovations in Education and Teaching International, 47(2), 175-186.
  • Said, A. M., Yahaya, N., & Ahmadun, F. R. (2007). Environmental comprehension and participation of Malaysian secondary school students. Environmental Education Research, 13(1), 17-31.
  • Salequzzman, M. D. & Stocker, L. (2001). The context and prospects for environmental education and environmental career in Bangladesh. International Journal of Sustainability in Higher Education, 2(2), 104–121.
  • Schmidt, H.G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422–432.
  • Senocak, E., Taskesenligil, Y., & Sozbilir, M. (2007). A study on teaching gases to prospective primary science teachers through problem-based learning. Research in Science Education, 37, 279-290.
  • Smith, C. A. (1995). Features section: problem based learning. Biochemistry and Molecular Biology Education, 23(3), 149–152.
  • Stauffacher, M., Walter, A.I., Lang, D.J., Wiek, A., & Scholz, R.W. (2006). Learning to research environmental problems from a functional socio‐cultural constructivism perspective: The transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7(3), 252-275.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.
  • Vasconcelos, C. (2012). Teaching environmental education through PBL: Evaluation of a teaching intervention program. Research in Science Education, 42, 219-232.
  • Vernon, D.T.A., & Blake, R.L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550–563.
  • Waliczek, T. M., & Zajicek, J. M. (1999). School gardening: Improving environmental attitudes of children through hands-on learning. Journal of Environmental Horticulture, 17(4), 180-184.
  • Wiek, A., Ness, B., Schweizer-Ries, P., Brand, F. S., & Farioli, F. (2012). From complex systems analysis to transformational change: A comparative appraisal of sustainability science projects. Sustainability Science, 7(1), 5-24.
  • Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583-584).
  • Wong, K. K. H., &Day, J. R. (2009). A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, 39(5), 625-642.
  • Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students' reflective learning processes. Internet and Higher Education, 11, 18–25.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Articles
Yazarlar

Evrim Ural

Güzide Dadlı

Yayımlanma Tarihi 1 Temmuz 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Ural, E., & Dadlı, G. (2020). The Effect of Problem-based Learning on 7th-grade Students’ Environmental Knowledge, Attitudes, and Reflective Thinking Skills in Environmental Education. Journal of Education in Science Environment and Health, 6(3), 177-192. https://doi.org/10.21891/jeseh.705145