Investigation of the effect of geoscience education on students’ sustainable environmental awareness levels

Güneş Keskin  Çevik; Hikmet Sürmeli

Makale detayları

Investigation of the effect of geoscience education on students’ sustainable environmental awareness levels

Yazarlar:

Güneş Keskin Çevik | Hikmet Sürmeli

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.362-392

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349110

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 Geoscience and sustainability science are complementary to each other. Both fields focus on examining and understanding environmental systems holistically. In this study, the effect of geoscience education on the 7th grade students sustainable environmental awareness, driven by the cluster analysis results, was examined. In the study group where the applications were made, lesson plans and activities related to geoscience education, which were prepared by the researcher in accordance with the inquiry-based teaching model and associated with sustainable environmental awareness gains, were applied. The nested design from mixed method research was used in the study. As a quantitative data collection tool, the Sustainable Environmental Awareness Questionnaire SEAQ was applied to the study group as a pre-test and post-test. After SEAQ was applied to the study group as a pre-test, semi-structured interviews were conducted with students selected from the study group according to the maximum diversity sampling method from the lower, middle and upper levels in accordance with the results obtained from the quantitative data. The data obtained from the interviews were evaluated together with the cluster analysis results of the SEAQ. The results obtained from the quantitative and qualitative data in the study showed that geoscience education positively affected sustainable environmental awareness levels of the 7th grade students. By examining the quantitative and qualitative data applied to students after geoscience education, it was revealed that the sustainable environmental awareness levels of most of the students changed to be active towards the environment. Given the positive effects of sustainable environmental awareness education integrated with geoscience education, recommendations have been made for more widespread adoption of this education.

 Geoscience and sustainability science are complementary to each other. Both fields focus on examining and understanding environmental systems holistically. In this study, the effect of geoscience education on the 7th grade students sustainable environmental awareness, driven by the cluster analysis results, was examined. In the study group where the applications were made, lesson plans and activities related to geoscience education, which were prepared by the researcher in accordance with the inquiry-based teaching model and associated with sustainable environmental awareness gains, were applied. The nested design from mixed method research was used in the study. As a quantitative data collection tool, the Sustainable Environmental Awareness Questionnaire SEAQ was applied to the study group as a pre-test and post-test. After SEAQ was applied to the study group as a pre-test, semi-structured interviews were conducted with students selected from the study group according to the maximum diversity sampling method from the lower, middle and upper levels in accordance with the results obtained from the quantitative data. The data obtained from the interviews were evaluated together with the cluster analysis results of the SEAQ. The results obtained from the quantitative and qualitative data in the study showed that geoscience education positively affected sustainable environmental awareness levels of the 7th grade students. By examining the quantitative and qualitative data applied to students after geoscience education, it was revealed that the sustainable environmental awareness levels of most of the students changed to be active towards the environment. Given the positive effects of sustainable environmental awareness education integrated with geoscience education, recommendations have been made for more widespread adoption of this education.

 Geoscience and sustainability science are complementary to each other. Both fields focus on examining and understanding environmental systems holistically. In this study, the effect of geoscience education on the 7th grade students sustainable environmental awareness, driven by the cluster analysis results, was examined. In the study group where the applications were made, lesson plans and activities related to geoscience education, which were prepared by the researcher in accordance with the inquiry-based teaching model and associated with sustainable environmental awareness gains, were applied. The nested design from mixed method research was used in the study. As a quantitative data collection tool, the Sustainable Environmental Awareness Questionnaire SEAQ was applied to the study group as a pre-test and post-test. After SEAQ was applied to the study group as a pre-test, semi-structured interviews were conducted with students selected from the study group according to the maximum diversity sampling method from the lower, middle and upper levels in accordance with the results obtained from the quantitative data. The data obtained from the interviews were evaluated together with the cluster analysis results of the SEAQ. The results obtained from the quantitative and qualitative data in the study showed that geoscience education positively affected sustainable environmental awareness levels of the 7th grade students. By examining the quantitative and qualitative data applied to students after geoscience education, it was revealed that the sustainable environmental awareness levels of most of the students changed to be active towards the environment. Given the positive effects of sustainable environmental awareness education integrated with geoscience education, recommendations have been made for more widespread adoption of this education.

 Yer bilimi ve sürdürülebilirlik bilimi birbirini tamamlayıcı niteliktedir. Her iki alan da çevreye yönelik sistemleri bütünsel olarak incelemeye ve anlamaya odaklanır. Bu çalışmada, yer bilimi eğitiminin 7. sınıf öğrencilerinin sürdürülebilir çevre bilinci konusundaki kümeleme analizi sonuçlarına etkisi incelenmiştir. Uygulamaların yapıldığı çalışma grubunda, araştırmacı tarafından sorgulamaya dayalı öğretim modeline uygun olarak hazırlanan sürdürülebilir çevre bilinci kazanımları ile ilişkilendirilen yer bilimi eğitimine yönelik ders planları ve etkinlikler uygulanmıştır. Çalışmada karma yöntem araştırmalarından iç içe desen kullanılmıştır. Nicel veri toplama aracı olarak, Sürdürülebilir Çevre Bilinci Anketi SÇBA çalışma grubuna ön test ve son test olarak uygulanmıştır. SÇBA çalışma grubuna ön test olarak uygulandıktan sonra çalışma grubu içerisinden nicel verilerden elde edilen sonuçlara göre alt, orta ve üst düzeyden maksimum çeşitlilik örnekleme yöntemine uygun olarak seçilen öğrencilerle sürdürülebilir çevre bilincine yönelik yarı yapılandırılmış görüşmeler yapılmıştır. Görüşmelerden elde edilen veriler, Sürdürülebilir Çevre Bilinci Anketi kümeleme analizi sonuçları ile ilişkilendirilerek birlikte değerlendirilmiştir. Çalışmadan nicel ve nitel verilerden elde edilen sonuçlar, yer bilimi eğitiminin 7. sınıf öğrencilerinin sürdürülebilir çevre bilincini olumlu etkilediğini göstermiştir. Yer bilimi eğitimi sonrası öğrencilere uygulanan nicel ve nitel verilerin birlikte incelenmesi ile, öğrencilerin çoğunun sürdürülebilir çevre bilincinin çevreye karşı aktif olarak değiştiği ortaya çıkmıştır. Yer bilimi eğitimi ile entegre edilen sürdürülebilir çevre bilinci eğitiminin olumlu etkileri ile, bu eğitimin daha yaygın bir şekilde benimsenmesine yönelik önerilerde bulunulmuştur.

Makale detayları

Investigation of the effect of geoscience education on students’ sustainable environmental awareness levels

Yazarlar:

Güneş Keskin Çevik | Hikmet Sürmeli

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.362-392

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349110

pISSN:

2636-8846

sustainable environmental awareness

cluster analysis

secondary school students

geosciencesürdürülebilir çevre bilinci

kümeleme analizi

ortaokul öğrencileri

yer bilimi

Sayı

Makale detayları

Yazarlar: Güneş Keskin Çevik | Hikmet Sürmeli

Yayıncı: Kocaeli University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.362-392

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349110

pISSN: 2636-8846

Sayı

Yazarlar:

Güneş Keskin Çevik | Hikmet Sürmeli

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.362-392

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349110

pISSN:

2636-8846