The Effect of Constructivist Learning Approach and Active Learning on Environmental Education: A Meta-Analysis Study
Yazarlar (2)
Doç. Dr. Selçuk ARIK Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Mehmet Yılmaz Gazi Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SCOPUS dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | International Electronic Journal of Environmental Education | ||
| Dergi ISSN | 2146-0329 Scopus Dergi | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2020 |
| Kabul Tarihi | 12-04-2026 | Yayınlanma Tarihi | – |
| Cilt / Sayı / Sayfa | 10 / 2 / 44–84 | DOI | – |
| Makale Linki | https://files.eric.ed.gov/fulltext/EJ1239355.pdf | ||
| Özet |
| This study conducted a meta-analysis of 57 primary experimental studies which involved 6237 students and investigated the effect of constructivist learning approach and active learning on students’ environmental education . The study also analyzed a set of moderator variables, which are considered to influence the results of the primary studies in line with the findings of the meta-analysis. The moderator variables included “year of publication”, “language of publication”, “type of publication”, “country”, “educational level”, “sample size”, “type of measuring instrument in terms of questions and developer”, “duration of experimental intervention”, “research design”, “teacher and researcher effect”, and “type of constructivist learning approach and active learning method”. The sample consisted of 6237 students and 57 primary experimental studies on environmental academic achievement and environmental attitudes, which were conducted between 2000 and 2015 and met the inclusion and exclusion criteria. A total of 114 effect sizes were obtained from 57 studies. This study used a meta-analysis approach, which is a retrospective study design. The data were analyzed using meta-analysis. The meta-analysis of the data was performed using a random- effects statistical model. Hedges’ g was used to measure effect size. Moderator variables were analyzed using the analog to the analysis of variance (ANOVA) based on random-effects and mixed-effects models. The results of the meta-analysis showed that the overall effect size of constructivistlearning approach and active learning on environmental education compared to traditional learning is positive … |
| Anahtar Kelimeler |
| Active learning | Constructivist learning approach | Environmental academic achievement | Environmental attitude | Environmental education | Meta-analysis |
