Abstract:

This study aims to examine the effects of activity-based teaching on the development of environmental identities of pre-service primary school teachers and to reveal their views on this method. In this study, which was carried out by the explanatory approach of the mixed-methods research model, activity-based teaching was applied in Environmental Education Course. The sample of the study was selected in an easily accessible way and consists of 46 pre-service teachers enrolled in the Department of classroom teaching of a State University in Central Anatolia in Turkey. Applications were made in the spring semester of the 2018-2019 academic year. Dependent groups t-test from parametric tests was used in the analysis of quantitative data. A statistically significant difference was found between the pre-test (x̄= 127.47) and post-test (x̄= 134.41) total average scores that the pre-service primary school teachers took from the Environmental Identity Scale (p <.05). In addition to its statistical significance between the pre and post tests, the effect size was also looked at, and the Cohen-d value was found to be 0.43. Also, to collect the qualitative data, the participants were asked an open-ended question about the teaching method used in the implementation, and thus they were asked to state their views on the method. The qualitative data obtained were analyzed by content analysis. In conclusion, it has been found that activity-based Environmental Education positively affects pre-service teachers in cognitive, affective and behavioral terms. The pre-service teachers stated that they enjoyed the activity-based lessons more, that the subjects are more permanent in this way, that their environmental awareness increased, and that they applied many environmentally friendly behaviors in their daily lives. Based on these results obtained in the study, it can be concluded that activity-based Environmental Education can be used to improve the environmental identities.

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