Problem-Oriented Environmental Understanding of Secondary School Students: A Mixed Method Research

Selçuk Şahingöz; Esra Benli Özdemir

Makale detayları

Problem-Oriented Environmental Understanding of Secondary School Students: A Mixed Method Research

Yazarlar:

Selçuk Şahingöz | Esra Benli Özdemir

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 3, pp.1196-1231

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330797

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 This study investigates the perceptions, attitudes, and visual images of secondary school students towards the environment and environmental problems. The participants of the research consist of 150 students enrolled in a public secondary school in Ankara in the 2023-2024 academic year. In the study, a convergent parallel mixed method using qualitative and quantitative research methods was used to determine students perceptions through data triangulation. Quantitative data were obtained using the Attitude Scale Towards Environmental Issues, while qualitative data were obtained using open-ended questions, an environment word association test WAT, and student drawings. Students first filled in the Attitude Scale towards Environmental Issues. Then, they answered the open-ended question about environment, did the WAT, and supported their answers with drawings or visualizations. Quantitative data were analyzed using SPSS 28.0, and qualitative data were analyzed using content analysis. According to the findings, significant differences were found in students attitudes towards environmental problems according to gender, class level, participation in environmental activities, and taking environmental courses. When the answers given by the students to the open-ended question were analyzed, the answers given to the open-ended question about the concept of environment were collected in 3 categories: Environmental elements, environment, and environmental problems. Students explained the idea of environment mostly with the concept of living things n128. Their answers to the WAT were collected in 4 categories: Environmental elements, environment, environmental problems, and sustainability. While the students associated the concept of environment with the words human n102 and home n98 the most, they associated it with the idea of waste n37 the least. Their drawings related to the concept of environment were categorized under 3 categories: Environmental elements, environment, and environmental problems. In the students drawings, the drawings in which living and non-living beings are drawn together n115 and natural environment elements n102 draw the most attention.

 This study investigates the perceptions, attitudes, and visual images of secondary school students towards the environment and environmental problems. The participants of the research consist of 150 students enrolled in a public secondary school in Ankara in the 2023-2024 academic year. In the study, a convergent parallel mixed method using qualitative and quantitative research methods was used to determine students perceptions through data triangulation. Quantitative data were obtained using the Attitude Scale Towards Environmental Issues, while qualitative data were obtained using open-ended questions, an environment word association test WAT, and student drawings. Students first filled in the Attitude Scale towards Environmental Issues. Then, they answered the open-ended question about environment, did the WAT, and supported their answers with drawings or visualizations. Quantitative data were analyzed using SPSS 28.0, and qualitative data were analyzed using content analysis. According to the findings, significant differences were found in students attitudes towards environmental problems according to gender, class level, participation in environmental activities, and taking environmental courses. When the answers given by the students to the open-ended question were analyzed, the answers given to the open-ended question about the concept of environment were collected in 3 categories: Environmental elements, environment, and environmental problems. Students explained the idea of environment mostly with the concept of living things n128. Their answers to the WAT were collected in 4 categories: Environmental elements, environment, environmental problems, and sustainability. While the students associated the concept of environment with the words human n102 and home n98 the most, they associated it with the idea of waste n37 the least. Their drawings related to the concept of environment were categorized under 3 categories: Environmental elements, environment, and environmental problems. In the students drawings, the drawings in which living and non-living beings are drawn together n115 and natural environment elements n102 draw the most attention.

 This study investigates the perceptions, attitudes, and visual images of secondary school students towards the environment and environmental problems. The participants of the research consist of 150 students enrolled in a public secondary school in Ankara in the 2023-2024 academic year. In the study, a convergent parallel mixed method using qualitative and quantitative research methods was used to determine students perceptions through data triangulation. Quantitative data were obtained using the Attitude Scale Towards Environmental Issues, while qualitative data were obtained using open-ended questions, an environment word association test WAT, and student drawings. Students first filled in the Attitude Scale towards Environmental Issues. Then, they answered the open-ended question about environment, did the WAT, and supported their answers with drawings or visualizations. Quantitative data were analyzed using SPSS 28.0, and qualitative data were analyzed using content analysis. According to the findings, significant differences were found in students attitudes towards environmental problems according to gender, class level, participation in environmental activities, and taking environmental courses. When the answers given by the students to the open-ended question were analyzed, the answers given to the open-ended question about the concept of environment were collected in 3 categories: Environmental elements, environment, and environmental problems. Students explained the idea of environment mostly with the concept of living things n128. Their answers to the WAT were collected in 4 categories: Environmental elements, environment, environmental problems, and sustainability. While the students associated the concept of environment with the words human n102 and home n98 the most, they associated it with the idea of waste n37 the least. Their drawings related to the concept of environment were categorized under 3 categories: Environmental elements, environment, and environmental problems. In the students drawings, the drawings in which living and non-living beings are drawn together n115 and natural environment elements n102 draw the most attention.

 Bu çalışmanın amacı, ortaokul öğrencilerinin çevre ve çevre sorunlarına yönelik algılarının, tutumlarının ve görsel imajlarının araştırılmasıdır. Araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında Ankarada bir devlet ortaokulunda öğrenim gören 150 öğrenci oluşturmaktadır. Çalışmada, veri çeşitlemesi yoluyla öğrencilerin algılarını belirlemek için nitel ve nicel araştırma yöntemlerinin kullanıldığı yakınsak paralel karma yöntem kullanılmıştır. Nicel veriler Çevre Sorunlarına Yönelik Tutum Ölçeği kullanılarak elde edilirken, nitel veriler açık uçlu soru, çevre kelime ilişkilendirme testi KİT ve öğrenci çizimleri kullanılarak elde edilmiştir. Öğrenciler ilk olarak Çevre Sorunlarına Yönelik Tutum Ölçeğini doldurmuştur. Daha sonra çevre ile ilgili açık uçlu soruyu yanıtlamışlar, KİTi yapmışlar ve yanıtlarını çizimler veya görselleştirmelerle desteklemişlerdir. Nicel veriler SPSS 28.0 kullanılarak analiz edilmiş, nitel veriler ise içerik analizi kullanılarak incelenmiştir. Elde edilen bulgulara göre, öğrencilerin çevre sorunlarına yönelik tutumlarında cinsiyet, sınıf düzeyi, çevre etkinliklerine katılma ve çevre dersi alma değişkenlerine göre anlamlı farklılıklar bulunmuştur. Öğrencilerin açık uçlu soruya verdikleri cevaplar analiz edildiğinde, öğrencilerin çevre kavramıyla ilgili açık uçlu soruya verdikleri cevaplar 3 kategoride toplanmıştır: Çevresel unsurlar, ortam, çevre sorunları. Öğrenciler çevre kavramını en çok canlı n128 kavramıyla açıklamışlardır. KİTe verdikleri cevaplar 4 kategoride toplanmıştır: Bunlar çevresel unsurlar, ortam, çevre sorunları ve sürdürülebilirlik olarak oluşturulmuştur. Öğrenciler çevre kavramını en fazla insan n102 ve ev n98 kelimeleri ile ilişkilendirirken; en az atık n37 kavramı ile ilişkilendirmişlerdir. Çevre kavramıyla ilgili çizimleri ise 3 kategoride altında toplanmıştır: Bunlar çevresel unsurlar, ortam ve çevre sorunlarıdır. Öğrencilerin çizimlerinde en fazla canlı ve cansız varlıkların bir arada çizildiği resimler n115 ve doğal çevre unsurlarının n102 olduğu resimler dikkat çekmektedir.

Makale detayları

Problem-Oriented Environmental Understanding of Secondary School Students: A Mixed Method Research

Yazarlar:

Selçuk Şahingöz | Esra Benli Özdemir

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 3, pp.1196-1231

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330797

pISSN:

2148-2314

Cognitive Perception

Environment

Environmental Problems

Visual Image

Secondary School StudentsBilişsel Algı

Çevre

Çevre Sorunları

Görsel İmaj

Ortaokul Öğrencileri

Sayı

Makale detayları

Yazarlar: Selçuk Şahingöz | Esra Benli Özdemir

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 3, pp.1196-1231

Belge Tipi: Makale

Yayın Tarihi: 11/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001330797

pISSN: 2148-2314

Sayı

Yazarlar:

Selçuk Şahingöz | Esra Benli Özdemir

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 3, pp.1196-1231

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330797

pISSN:

2148-2314