Environmental Awareness Through Project-Based Learning in Primary Social Science Classrooms in Dhaka: A Qualitative Analysis

Abstract

The impact of project-based learning on enhancing environmental consciousness among elementary school pupils in a Dhaka school and encouraging a culture of lifelong learning among teachers is investigated in the present study. The study emphasizes four pollution types—air, water, soil, and sound—demonstrating that project-based learning enhances pupil education and increases teacher professionalism. The accessible school, recognized for its innovative science education, served as the research site. The main source of data was interviews with teachers, which were supplemented by pupil comments and classroom observations. The interviews encompassed contributions from four social science teachers, sixteen teachers of various subjects, and a head teacher, exploring their pedagogical practices, obstacles, and views on the effects of project-based learning. While pupil perspectives demonstrated personal development and increased environmental responsibility, observations showed trends of pupil participation as well as understanding of environmental issues. Research indicates that teacher lifelong learning is greatly enhanced by project-based learning, which also promotes collaboration and creative teaching methods. Teachers indicated an increase in reflection and engagement in their pedagogical methods, employing project-based learning to enhance their competencies and respond to emerging difficulties. This method not only enhanced their pedagogical efficacy but also reinforced their dedication to continuing professional development. Pupils demonstrated an enhanced understanding of pollution through collaborative projects, demonstrating the benefits of teamwork and collective problem-solving. The study promotes structured professional development focused on project-based learning, emphasizing its significance in improving environmental education and fostering a culture of lifelong learning among teachers. Despite obstacles such as constrained resources and time, the study emphasizes that project-based learning may result in significant transformations in pedagogy and learning outcomes. Finally, it argues that by fostering critical thinking and responsible citizenship, projectbased learning produces a mutually beneficial growth cycle that benefits both teachers and pupils.

Keywords

• project-based learning
• environmental awareness
• primary education
• lifelong learning
• teachers’ professional development