Influence of animation-supported project-based instruction method on environmental literacy and self-efficacy in environmental education

As a result of the study, it was found out that the environmental literacy posttest mean scores of the experimental group students for the dimension of knowledge were statistically significantly higher than those of the control group students. As for their posttest scores for the dimensions of attitude, environmental behavior and environmental perception, there was a difference in favor of the experimental group students, yet it was not found statistically significant. Depending on these findings, the project-based learning approach supported with animations could be said to lead to more success in environmental education courses than do other traditional methods. In the research process, not only did the students learn by doing thanks to the projects but also they were placed in the center of education as the animations addressed their visual worlds. It is reported in several studies that students gain the feeling of awareness more in learning environments that place them in the center of education (Aydede and Matyar, 2009; Kormaz, 2007). In related literature, there is not much research on the influence of the project-based instruction method supported with animations on the dimensions of environmental literacy, yet similar findings to those obtained in the present study have been reported. In one study, Nation (2008) found out that the project-based learning method not only developed the critical thinking and problem-solving skills of students but also taught them how to use these skills in their daily lives. In another study carried out with university students, Kisioglu (2009) organized the educational setting on the basis of student-centered activities. At the end of the study carried out based on the pretest-posttest model, it was found out that there was a significant increase in the students’ levels of environmental literacy. Similarly, Wright (2006) investigated the influence of student-centered approaches and of traditional approaches on environmental literacy. The researcher found out that student-centered methods and techniques were more influential on students’ environmental literacy than traditional methods. In another study carried out with teachers, Kilinç (2010) reported that project-based learning caused positive changes in teachers’ attitudes and thoughts regarding the protection of the environment. The influence of technology in student-centered learning environments should not be ignored. In learning environments, the influence of the computer, one of the most beneficial products of the technology era, can not be ignored. Various studies have been conducted to examine the influence of computers on environmental literacy. Yakisan, Yel and Mutlu (2009), in their study, used animations in biology teaching. At the end of their study carried out with experimental and control group students, the researchers found out that the experimental group students were more successful than the control group students who were taught via the traditional instruction method. In addition, another study conducted by Ruchter, Klar and Geiger (2010) examined and compared the influence of mobile computers and the traditional method on environmental literacy. At the end of their, the researchers found out that the education given via mobile computers was more influential than the one given via traditional instruction methods. Depending on the results of this study, it could be stated that the project-based learning approach supported with animations developed teacher candidates’ feeling of awareness of the environment and helped them raise their consciousness.

One of the important findings of the study obtained at the end of the applications was that the environmental education self-efficacy perception scores of the experimental group students were significantly higher than those of the control group students. Based on the results obtained in the study, it could be stated that thanks to the project-based learning approach supported with animations, the students felt themselves more efficient and confident in environmental education. In this respect, it could be stated that the student-centered methods used in the experimental group were more influential than the traditional methods used in the control group and that the project-based learning approach supported with animations and enriched visually played an effective role in increasing the students’ self-confidence. The reason is that projects and visual effects help place students in the center both in affective and cognitive respects. Several other studies also supported the fact that student-centered applications develop self-efficacy beliefs (Korkmaz and Kaptan, 2001; Lucas and Barge, 2010; Tertemiz and Sahinkaya, 2010). Bozgeyikli and Dogan (2010) investigated the influence of computer-aided career group guidance on self-efficacy. At the end of their study, the researchers found out that the computer-aided guidance applications contributed positively to self-efficacy. In order to emphasize the effectiveness of animations in learning environments, Arici and Dalkiliç (2006), in their study, gave related examples to explain the possible contributions of the computer animation technique to the process of “Computer-Aided Instruction” and introduced an application prepared with the animation technique. As a result of their study, the researchers reported that animations contributed positively to the instruction process. Similarly, in another study carried out by Mat Iskender (2007), it was found out that animations helped develop students’ affective skills.