期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2021
卷号：13
期号：3
页码：2746-2771
语种：English
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：The purpose of this study was to discover what students in the geography department at the faculty of science and literature thought about European Union projects. A case study pattern, one of the qualitative research methods of the research, was used. In the creation of the research group, the maximum diversity sampling process, which is one of the purposeful sampling methods, was chosen. For this reason, fourteen students who attended the geography department of a university in Western Anatolia and participated in the project research team and agreed to voluntarily participate in this research constituted the study group. The research data were obtained by the researcher's interview form and established using the expert opinion. There are nine semi-structured questions in the prepared form. Through content analysis and descriptive analysis data obtained from distant online interviews were transmitted to the computer environment. The students' opinions were translated into the tables and interpreted according to the subjects by creating codes and categories. The students who participated in the study stated that they were willing to take part in the project and were excited to conduct a study on this topic, but they didn't know much about EU projects and felt the need for education. Some students who believe that projects are important for their future lives and careers to feel that a compulsory course on the subject should be offered, while others believe that an elective and optional course should be provided. They also made suggestions for the proliferation, dissemination, and success of EU projects in competitions and different platforms. According to these findings, it is suggested that the students be encouraged to learn about EU projects, that this issue is emphasized in lessons, that students be financially and spiritually supported, that more informative activities be carried out, that a project-based education in the field of geography is valued, and that initiatives to develop projects be taken.
