Abstract:

The 2004 Turkish primary school curriculum based on the principles of constructivist theory is intended to bring different educational viewpoints into teaching- learning process. As a consequence of the integration of constructivist theory into Turkish primary school curriculum, one of the many student-centered approaches, project-based learning approach is planned to be implemented in the teaching- learning process according to the 2004 program. Project-based learning 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 learning upon learning 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 learning 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 learning increased the success by providing students with various skills and making learning more enjoyable, entertaining, and meaningful. However, few problems were also reported such as arguments between group members and difficulties in carrying out the project.

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