The Effect of Project Based Learning on Learning Outcomes in the 5 th Grade Social Studies Course in Primary Education

Abstract

Abstract The 2004 Turkish primary school curriculum based on the principles of constructivist theory is intended to bring different educational viewpoints into teachinglearning process. As a consequence of the integration of constructivist theory into Turkish primary school curriculum, one of the many student-centered approaches, project-based approach is planned to be implemented in the teachinglearning process according to the 2004 program. Project-based is an approach constructed on the tangible outcome that students produce either on their own or in small groups. This study investigated the effects of project-based upon outcomes in social studies courses among fifth grade by using quantitative and qualitative methods. In the quantitative phase, a pre-and-post test control group design was used and the effects of project-based on the learners' success were observed. In the qualitative phase, a semi-structured interview was used to learn the opinions of learners and teachers involved in the study. The results showed that there was a significant correlation between the academic successes of experimental and control groups. In addition, participants and teachers indicated that project-based increased the success by providing students with various skills and making more enjoyable, entertaining, and meaningful. However, few problems were also reported such as arguments between group members and difficulties in carrying out the project. Key Words Project Based Learning, Social Studies, Primary Education. Introduction As a part of curriculum development efforts in Turkey, a project was started by the Ministry of Education in the 2004-2005 academic year to improve and pilot primary school programs (for grades 1 through 5) in the areas of Turkish Language, Social Studies, Science and Technology, Life Sciences, and Mathematics. It is planned that these developments will be implemented in all primary schools throughout the country in the 2005-2006 academic year. In this regard, the new Social Studies curriculum encourages students to actively participate in decision-making processes about their daily lives and solve real-life problems. Based on the principles of constructivist theory, the new Social Studies program aims at implementing a teaching-learning approach that is highly student and activity-centered which puts an equal emphasis on social studies knowledge and skills; takes students' personal experiences and differences into consideration; and allows for interactions with the surrounding environment. Through Social Studies courses in primary education, children are provided with ample opportunities to be acquainted with both their immediate and remote social environments in which they live in. Moreover, children are encouraged to learn their past, study present societal problems/dilemmas, and make projections on the future of their society (Sozer, 1998). In achieving this important task, the project-based approach appears to be one of the most effective teaching-learning tools (Diffily, 2002). Project-based can be defined as a approach based on the principle that students work on real life issues/problems individually or in small groups to produce concrete outcomes (Moursund, 1999a). Through projects, students work as a group to solve authentic and interdisciplinary issues. They determine how to approach an issue and what kind of activities to perform. They collect data from various sources, analyze/synthesize their findings and produce new information. Afterwards, they present the new information their classrooms. Finally, they are evaluated in terms of how well they exhibit what they have learnt from their collaborative efforts (Solomon, 2003). In project-based situations, students are asked to build their own knowledge. For this reason, projectbased approach focuses on doing about something instead of learning about something (Moursund, 1999a). …