The Effect Of Problem-Based Learning on Middle School Students' Environmental Literacy and Problem-Solving Skills
Abstract
This study investigates the impact of the problem-based learning (PBL) model on middle school students' environmental literacy and problem-solving skills. A quantitative research study was conducted using a quasi-experimental design for this aim. The sample comprises 114 8th-grade students from a public middle school in Şanlıurfa, Turkey. Four intact classes were randomly assigned to experimental and control groups and instructed in sustainable development using the PBL model and curriculum-based instruction, respectively. Data were collected through the Environmental Literacy Questionnaire and the Problem Solving Skill Test and analyzed using Mixed-Between-Within ANOVA (Mixed-ANOVA) to assess the effectiveness of the instructional methods. The results revealed that PBL was more effective in developing environmental attitudes than curriculum-based instruction. However, it did not produce the same effect on environmental behavior. Furthermore, it can be asserted that PBL significantly enhanced students' problem-solving skills in the experimental group, while the scores of students in the control group remained unchanged. The implications of these findings were discussed. Given its positive outcomes, PBL is recommended for cultivating students with the requisite skills to become responsible citizens who can take action on environmental issues
Full Text:
Download PDFReferences
Abun, D. & Aguot, F. (2017), Measuring Environmental Attitude and Environmental Behavior of Senior High School Students of Divine Word Colleges in Region I, Philippines. International Journal of Educational Research, 1(2), 33-69. DOI: http://dx.doi.org/10.2139/ssrn.3807863
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.
Aktı Aslan, S. (2019). The effect of virtual learning environments designed according to problem-based learning approach to students' success, problem-solving skills, and motivation.s (Doctoral thesis). İnönü Üniversitesi Eğitim Bilimleri Enstitüsü,Malatya. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=aEzj_IdWAsjiSAfK3qwrBm2KJpGsNvvchZwp8dq1KQheBloor8l-EXDSOpmExdCQ
Amin, S., Utaya,S., Bachri,S., Sumarmi,S., & Susilo, S. (2020). Effect of Problem Based Learning on Critical Thinking Skill and Enviromental Attitude. Journal for the Education of Gifted Young Scientists,8(2), 743-755 . DOI: 10.17478/jegys.650344
Araz, G., & Sungur, S. (2007). Effectiveness of problem‐based learning on academic performance in genetics. Biochemistry and Molecular Biology Education, 35(6), 448-451. pmid:21591143
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem based learning (PBL) instruction on student’ motivation and problem solving skills of physics. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 857-871.
Belland, B. R., Gu, J., Kim, N. J., Jaden Turner, D., & Mark Weiss, D. (2019). Exploring epistemological approaches and beliefs of middle school students in problem-based learning. Journal of Educational Research, 112(6), 643-655. https://doi.org/10.1080/00220671.2019.1650701
Benzer, E. (2010). The effect of environment education lesson prepared with project based learning approach on the preservice science teachers’ environmental literacy. (Doctoral thesis). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=veR1mHu9yoWjwcVUjCEoPB9EQdIeegEhYoFbMZaifgFWn4tUlSl6efD6HkeOgN-D
Bergman, B. G. (2016). Assessing Impacts of Locally Designed Environmental Education Projects on Students’ Environmental Attitudes, Awareness, and Intention to Act. Environmental Education Research, 22(4), 480–503. https://doi.org/10.1080/13504622.2014.999225
Boncukçu, G. & Gök, G. (2023). A Problem Based Learning Activity to Learn About Sustainable Development, Science Activities, 1-16 https://doi.org/10.1080/00368121.2023.2258353
Bögeholz, S. (2006). Nature experience and ıts ımportance for environmental knowledge, values and action: recent german empirical contributions. Environmental Education Research, 12(1), 65-84.
Carrier, S. J. (2009). Environmental education in the schoolyard: learning styles and gender. The Journal of Environmental Education, 40(3), 2-12.
Clacherty, A. J. (1992). Environmental literacy: Implications for environmental and teacher education. South African Journal of Education, 12(1), 25-30.
Coertjens, L., Boeve-de Pauw, J., De Maeyer, S. & Petegem, P. V. (2010). Do schools make a difference in their students’ environmental attitudes and awareness? Evidence from PISA 2006. International Journal of Science and Mathematics Education, 8, 497-522 . https://doi.org/10.1007/s10763-010-9200-0
Dadlı, G. (2017). The effect of learning activities based on authentic problems in the human and environmental relations unit on the reflective thinking skills, academic success, environmental attitude and awareness of 7th grade students. (Master’s thesis). Sütçü İmam Üniversitesi Fen Bilimleri Enstitüsü, Kahramanmaraş. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=jySrNAZhnpnFLHShqN1T4Q&no=9mzaa_0jqE9FNkL01PieFQ
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. 10.3200/JOEE.37.1.13-26.
Dolmans, D.H.J.M., De Grave, W.S., Wolfhagen, I.H.A.P., & Van Der Vleuten, C.P.M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39(7), 732-741. doi: 10.1111/j.1365-2929.2005.02205.x. PMID: 15960794.
Erten, S. (2003). 5. sınıf öğrencilerinde "çöplerin azaltılması" bilincinin kazandırılmasına yönelik bir öğretim modeli. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 94-103.
Febriasari, L. K., & Supriatna, N. (2017). Enhance environmental literacy through problem based learning. In Journal of Physics: Conference Series, 895(1), 012163,1-6. DOI 10.1088/1742-6596/895/1/012163
Fettahlıoğlu, P. (2012). The usage of argumentation-based and problem-based learning approaches intended for developing the environmental literacy of pre-service science teachers. (Doctoral thesis). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=vVNzTGHHhjH-u3WMToxQ-uOAledUVof5HG1aJhZD4f6_2BioWaAFYAuFQv5p5VJE
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Mc Graw HIll, New York.
Gibbings, P.Lidstone, J. ve Bruce, C. (2008, December). Using student experience of problem-based learning in virtual space to drive engineering educational pedagogy [Paper presentation].19th Annual Conference for the Australasian Association for Engineering Education:Industry and Beyond, Yeppoon, Queensland. Lidstone and Bruce.
Goldschmidt, G., & Smolkov, M. (2006). Variances in the impact of visual stimuli on design problem solving performance. Design Studies, 27(5), 549-569.
Kablan, S. (2019). Investigation of environmental literacy levels of secondary school students in terms of various variables (Master's thesis,). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=aEzj_IdWAsjiSAfK3qwrBl5mC_vlCqkSjIDlK2ri-bVHBWvKCBs068pVKAImgg5B
Kadji Beltran, C., Barker, S. & Rager, G. (2001, April). Primary School Pupils Awareness Of Environmental İssues: The İnfluences of Teaching Styles And Activities. Science And Technology Education: Preparing Future Citizens. In D. Valanides (Eds).Proceedings of the IOSTA Symposium in Southern Europe (pp. 399-411). Paralimni, Cyprus.
Kalaycı, N. (2001). Sosyal bilgilerde problem çözme ve uygulamalar. Ankara: Gazi Kitabevi.
Karakaya, Ç. (2016). Effect of an outdoor education implementation for 'human and environment' unit on environmental literacy (Doctoral thesis). Ondokuzmayıs Üniversitesi Eğitim Bilimleri Enstitüsü, Samsun. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=Br_XTptK8CZ70f0JGX9xEoLVp-H8INNEgWbVGDFGq1KlKxBbmVkdN2S5Y8nts9X-
Kışoğlu, M. (2009). Investigation the effect of student centered instruction on prospective teachers' environmental literacy (Doctoral thesis). Atatürk Üniversitesi Fen Bilimleri Enstitüsü, Erzurum. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=UPP_Zu9isEmWGFXFCBYasR_HceUFdB8IPvLiWXRspOOyGoFNgdN3E58IdBomnkgD
Liu, M., Liu, S., Pan, Z., Zou, W., & Li, C. (2019). Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment. Interdisciplinary Journal of Problem-Based Learning, 13(1), 1-18. Available at: https://doi.org/10.7771/1541-5015.1752
Lynch, C. L. & Wolcott. S. K. (2003). Steps for Better Thinking Rubric. Retrieved. Available at: http://www.WolcottLynch.com.
Maclean, R., & Pavlova, M. (2017). What Type of Pedagogy Is Required in Schools and Classrooms to Support Sustainable Green Growth? A Case Study of Hong Kong Within the International Context. In Life in Schools and Classrooms (pp. 101-119). Springer, Singapore. McKeown, R. (2002). Education for Sustainable Development Toolkit. Waste Management Research and Education Institute, University of Tennessee: Knoxville, TN, USA, Available online: http://www.esdtoolkit.org
McMillan, J. H. (2000). Educational Research: Fundamentals for the Consumer. New York: Addison Wesley Longman Inc.
Meyer, A. (2015). Does education increase pro-environmental behavior? Evidence from Europe. Ecological Economics, 116, 108-121. https://doi.org/10.1016/j.ecolecon.2015.04.018.
Morrone, M., Mancl, K. & Carr, K. (2001). Development of a metric to test group differences in ecological knowledge as one component of environmental literacy. The Journal of Environmental Education, 32(4), 33-42.
Musthofa, S., Prasetyo, K.,& Purnomo, N. H. (2019). The Effect of Problem Based Learning Models on Learning Outcomes and Problem Solving Skills of Students, International Journal of Scientific and Research Publications (IJSRP), 9(10), 569-572. DOI: http://dx.doi.org/10.29322/IJSRP.9.10.2019.p9473
Orr, D. W. (1990). Environmental education and ecological literacy. Education Digest, 55(9), 49- 53.
Orrill, C. H. (2002). Supporting online PBL: Design considerations for supporting distributed problem solving. Distance Education, 23(1), 41-57.
Özcan, E. (2013). Effects of problem based learning on prospective science teachers' problem solving skills, academic achievements and attitudes (Master’s Thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=1zw6GvYMe-q3Hf6HR-3USwohn3kKLf6J784k3aV4HnXLHIEZT8OBUIWHvMqhGKKg
Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452
Paul, G. & Volk, T.L. (2002). Ten years of teacher workshops in an environmental problem-solving model: Teacher implementation and perceptions. The Journal of Environmental Education, 33(3), 10-20.
Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: attitudes, knowledge, and environmental behavior of beginning students. The Journal of Environmental Education, 39, 45-59.
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. DOI: 10.1080/14703291003718919
Roshayanti, F., Candra Wicaksono, A. G., & Budi Minarti, I. (2019). Comparative Study of Environmental Literacy Between Teachers and Students at Coastal Area. Advances in Social Science, Education and Humanities Research, 287, 207-210. https://doi.org/10.2991/assehr.k.200318.045
Sağır, Ş., Aslan, O., & Cansaran, A. (2008). The examination of elementary school students’ environmental knowledge and environmental attitudes with respect to the different variables. Elementary Education Online, 7(2), 496-511.
Şahin, M. (2015). Investigation of secondary school students' environmental literacy levels. (Master’s Thesis). Aksaray Üniversitesi Fen Bilimleri Enstitüsü, Aksaray. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=WBc656i315e2eV6-EZV1ojUPJEvxOrB-JnYmDLZ6meIzNqn1kW2tGtHD84LX-gYn
Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201-208. http://doi.org/10.5539/jel.v6n4p201
Şenel, H. (2010). Problem-based active learning in raisig the environmental consciousness of science teacher candidates (Master’s Thesis). Balıkesir Üniversitesi, Balıkesir. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=veR1mHu9yoWjwcVUjCEoPKuT7REhss8vqieYYvTJCZ5btb_ZgDuv5TCWxwjDy0fa
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90-99.
Sungur, S. (2004). An implementation of problem based learning in high school biology courses. (Doctorate thesis). Middle East Technical University, the Graduate School of Natural and Applied Sciences, Ankara.
Tejedor, G., Segalàs, J., Barrón, Á., Fernández-Morilla, M., Fuertes, M. T., Ruiz-Morales, J., Gutiérrez, I., García-González, E., Aramburuzabala, P., & Hernández, À. (2019). Didactic Strategies to Promote Competencies in Sustainability. Sustainability, 11(7), 2086. https://doi.org/10.3390/su11072086
Teksöz, G., Şahin, E. & Ertepınar, H. (2010). Çevre okuryazarlığı, öğretmen adayları ve sürdürülebilir bir gelecek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39, 307-320.
Timur, S., Timur, B. & Yılmaz, Ş. (2012). Fen ve teknoloji öğretmenleri ve öğretmen adaylarının çevreye yönelik davranışlarının incelenmesi. Gazi University Journal of Gazi Educational Faculty, 32(3).
UNESCO [United Nations Educational Scientific and Cultural Organization]. (2004), DESD Draft Implementation Plan, Volume 1 (Paris: UNESCO, 2004), http://portal.unesco.org/education/en/file_download.php/ 03f375b07798a2a55dc dc39db7aa8211Final+IIS.pdf (accessed December 2008).
UNESCO (2014). Education for sustainable Development (ESD). Available online: www.unesco.org/new/en/education/themes/leading-the-international-agenda/educationfor-sustainable-development/
Ural, E. & Dadli, 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 (JESEH), 6(3), 177- 192. DOI:10.21891/jeseh.705145
Üstündağ, S., & Beşoluk, Ş. (2012). Fen Bilgisi Öğretmen Adaylarının problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi [Paper presentation]. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde Üniversitesi, Niğde.
Wesnawa, I. G. A., Christiawan, P. I., & Suarmanayasa, I. N. (2017). Membangun Perilaku Sadar Ekologis dan Ekonomis Ibu Rumah Tangga Melalui Reorientasi Pemanfaatan Sampah Perumahan di BTN Banyuwangi Indah. Jurnal Abdimas, 21(1), 29–40. DOI: https://doi.org/10.15294/abdimas.v21i1.10962
Yavuz, M., Kıyıcı, B. F. & Yiğit A. E. (2014). İlköğretim II. kademe öğrencileri için çevre okuryazarlığı ölçeği: Ölçek geliştirme ve güvenirlik çalışması. Sakarya University Journal of Education, 4(3), 39-52.
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning, Health Professions Education, 2(2), 75-79, https://doi.org/10.1016/j.hpe.2016.01.004
Yılmaz, S. (2019). Examining environmental literacy levels of secondary school students (Master’s Thesis, Gazi Üniversitesi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=jNRDC1RLfVd4_T7x7ZXmmX9XMmcJlHUG4j5JP0qSAl6iEtQ-W8NW1COOMrL2TB-w
Yucasu, Ş. (2015). The effects of project based learning method on the preservice science teachers' environmental literacy (Master’s Thesis). Fırat Üniversitesi Eğitim Bilimleri Enstitüsü, Elazığ. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=sY7m19PfcL6F1NUw-cr80NRXQ7ECjOJd-nyG7IiM3QAk-vWHvmuUFqSFUQNW_WCr
Zecha, S. (2010). Environmental Knowledge, Attitudes and Actions of Bavarian (Southern Germany) and Asturian (Northern Spain) Adolescents. International Research in Geographical and Environmental Education, 19(3), 227–240. https://doi.org/10.1080/10382046.2010.496982
DOI: https://doi.org/10.17509/jsl.v6i4.62781
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Gülsüm Gök, Gökçe Boncukçu
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia