Özet:

This study examines the effect of the Project-Based Learning (PBL) Approach in Social Studies teaching on middle school students' entrepreneurship skills. The study uses a mixed method sequential explanatory design, combining qualitative and quantitative data collection techniques. "Entrepreneurship Scale for Secondary School Students" prepared by Eroğlu, Deveci, and Gürdoğan Bayır (2020) and the Personal Information Form prepared by the researchers were applied to collect quantitative data. Qualitative data were gathered through semi-structured interviews and interpreted through content analysis. An appropriate purposeful sampling method was used to select the participants for the study. Within this scope, one of the two classes studying in the 5th grade in a secondary school in the city center of Erzincan was chosen as the experimental group (N14) and the other as the control group (N14). While the classes were taught considering the scope of 4 projects prepared within the framework of the Project-Based Learning Approach under the titles of "I am Informed with Erzincan KOSGEB", "I Discover Erzincan OIZ", "I Produce-Sell" and "I Meet with Women Entrepreneurs" in the experimental group, curriculum was followed in the control group. The comparison of the scores of the pre-test and post-test applied to the experimental and control groups shows that the entrepreneurship skills of the students in the experimental group are statistically significantly different compared to students in the control group. Moreover, the content analysis of the qualitative data reveals that the Project Based Learning Approach is an effective method for learning more about creativity, innovation, risk-taking-courageousness, and familiarize students with professions via successful entrepreneurs. The study concludes that the Project-Based Learning Approach in teaching Social Studies can be an effective approach in upskilling secondary school students with entrepreneurship skills.

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