buefad Bartın University Journal of Faculty of Education 1308-7177 Bartin University 10.14686/buefad.1868052 Primary Education İlköğretim The Effect of Technology-Supported REACT Strategy on Environmental Literacy Teknoloji Destekli REACT Stratejisinin Çevre Okuryazarlığı Üzerindeki Etkisi https://orcid.org/0000-0002-4152-4324 Tabaru Örnek Gizem Karamanoğlu Mehmetbey Üniversitesi 03 28 2026 2 646 666 01 20 2026 02 23 2026 Copyright © 2012, Bartın University Journal of Faculty of Education 2012 Bartın University Journal of Faculty of Education

This study aims to investigate the effects of the technology-supported REACT (Relating, Experiencing, Applying, Cooperating, Transferring) strategy on third-grade primary students’ environmental literacy. A pre-test–post-test control group quasi-experimental design was employed. The participants consisted of 47 third-grade students. Data were collected using the Environmental Literacy Instrument for Children developed by Tabaru-Örnek and Yel (2024). The intervention lasted eight weeks, including pre- and post-test administration. The technology-supported REACT strategy had a statistically significant, positive effect on students’ environmental knowledge, environmental sensitivity, and environmentally responsible behaviors. These results suggest that integrating technology into context-based instructional models such as REACT can effectively support the multidimensional development of environmental literacy at the primary school level.

Bu çalışma, teknoloji destekli REACT (İlişkilendirme, Tecrübe etme, Uygulama, İş birliği, Transfer etme) stratejisinin ilkokul üçüncü sınıf öğrencilerinin çevre okuryazarlığı üzerindeki etkilerini araştırmayı amaçlamaktadır. Araştırmada ön test-son test kontrol grubu yarı deneysel tasarım kullanılmıştır. Katılımcılar 47 üçüncü sınıf öğrencisinden oluşmuştur. Veriler, Tabaru-Örnek ve Yel (2024) tarafından geliştirilen Çocuklar için Çevre Okuryazarlığı Aracı kullanılarak toplanmıştır. Müdahale, ön test ve son test uygulamaları dahil olmak üzere sekiz hafta sürmüştür. Bulgular, teknoloji destekli REACT stratejisinin öğrencilerin çevre bilgisi, çevreye yönelik duyuşsal eğilim ve çevreye yönelik sorumlu davranışları üzerinde önemli ve olumlu bir etkiye sahip olduğunu ortaya koymuştur. Bu sonuçlar, teknolojinin REACT gibi bağlam temelli öğretim modellerine entegre edilmesinin, ilkokul düzeyinde çevre okuryazarlığının çok boyutlu gelişimini etkili bir şekilde destekleyebileceğini göstermektedir.

 Context-based learning REACT strategy technology environmental literacy Bağlam temelli öğrenme REACT stratejisi Teknoloji Çevre okuryazarlığı Arıkan, A., & Aladağ, E. (2021). The effect of activities based on the REACT strategy in a social studies course on students’ academic achievement, attitudes towards the course, and retention of learning. Education and Science, 46(206), 379–405. https://doi.org/10.15390/EB.2021.9505 Artun, A. (2023). REACT strategy of context-based learning and the effect of using the 5E model of constructivist learning on students' success and attitude toward the course in social studies education [Master's thesis, Recep Tayyip Erdoğan University]—Graduate School of Education. Asmahasanah, S., Ibdalsyah, & Sa’diyah, M. (2018). Social studies education in elementary schools through contextual REACT based on the environment and sociopreneur. International Journal of Multicultural and Multireligious Understanding, 5(6), 52–61. https://doi.org/10.18415/ijmmu.v5i6.487 Bülbül, M. Ş., & Matthews, K. (2012, May 30). The possible future of context-based education. X. National Congress on Science and Mathematics Education, Nigde, Turkey. http://kongre.nigde.edu.tr/xufbmek/dosyalar/tam_metin/pdf/2487-30_05_2012-22_56_57.pdf Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Scientific research methods. Ankara: Pegem Academy. Cabbar, B. G., & Senel, H. (2020). Content analysis of biology education research that used context-based approaches: The case of Turkey. Journal of Educational Issues, 6(1), 203–218. https://doi.org/10.5296/jei.v6i1.16889 CORD. (2016). The REACT strategy. https://www.cord.org/REACTflyer_website.pdf Crawford, M. L. (2001). Teaching contextually: Research, rationale, and techniques for improving student motivation and achievement in mathematics and science. CORD. http://eslmisd.pbworks.com/w/file/fetch/67547032/Teaching%20Contextually%20to%20motivate%20students.pdf Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fourth edition). New Jersey: Pearson Education. Dağıstanlı, F., & Yıldırım, H. İ. (2020). The effect of environmental education supported by a context-based learning approach on environmental attitudes, behaviors, and success among 7th-grade secondary school students. Mehmet Akif Ersoy University Journal of Education Faculty, 54, 106–132. https://doi.org/10.21764/maeuefd.620466 Demircioğlu, H., Aslan, A., Açıkgöz, D., Karababa, Y., & Güven, O. (2019). The effect of the REACT strategy on students' academic achievement and motivation. The Journal of International Social Research, 12(64), 1124–1135. https://doi.org/10.17719/jisr.2019.3377 Demirtaş-Şenel, G. (2023). Evaluation of react strategy-based applications in primary school third-grade life studies course within the scope of context-based learning [Doctoral dissertation, Gazi University, Institute of Educational Sciences]. National Thesis Center of the Council of Higher Education. https://tez.yok.gov.tr Deveci, İ., & Karteri, İ. (2022). Context-Based learning supported by environmental measurement devices in science teacher education: A mixed-method research. Journal of Biological Education, 56(5), 487–512. https://doi.org/10.1080/00219266.2020.1821083 Disinger, J. F., & Roth, C. E. (1992). Environmental education research news. The Environmentalist, 12(3), 165–168. https://doi.org/10.1007/BF01267515 Erdoğan Karaş, Ö., & Gül, Ş. (2020). The effect of teaching the 7th-grade "The Cell and Divisions" unit through the REACT strategy on learning. Elementary Education Online, 19(3), 1688–1702. https://doi.org/10.17051/ilkonline.2020.734721 Esteban Ibáñez, M., Musitu Ferrer, D., Amador Muñoz, L. V., Claros, F. M., & Olmedo Ruiz, F. J. (2020). University as a change manager of attitudes towards the environment: The importance of environmental education. Sustainability, 12(11), 4568. https://doi.org/10.3390/su12114568 Gliner, J. A., Morgan, G. A., & Leech, N. L. (2015). Research methods in practice: An approach integrating design and analysis. (2nd ed.). (S. Turan, Trans. Ed.). Ankara: Nobel Akademi. Gökçe, H., Nacaroğlu, O., & Eroğlu, S. (2024). From micro to bio: Using Vee diagram, concept map, and mind map in the framework of the REACT strategy in environmental education. Science Activities, 61(2), 81–94. https://doi.org/10.1080/00368121.2024.2308206 Güneş, L., & Yilmazlar, M. (2025). The effect of REACT strategy integrated with artificial intelligence on academic achievement. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(5), 1083–1096. https://doi.org/10.46328/ijemst.5698 Güneş, T. & Öner, Z. (2017). The effect of the context-based learning approach on students' attitudes towards the environment. International Journal of Social Sciences and Education Research, 3(1), 345–355. Gürsoy-Köroğlu, N. (2011). Context based learning approach candidates teachers' environmental attitudes, interest and the environmental effects of conscious consumer behaviours [Doctoral dissertation, Gazi University]. Graduate School of Educational Sciences, Gazi University. Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice Hall Içöz, Ö. F. (2016). Effectiveness of context-based instruction on 10th grade students' understanding of fossil fuels and clean energy resources topics and their attitudes toward the environment [Doctoral dissertation, Middle East Technical University]. Graduate School of Natural and Applied Sciences, Middle East Technical University. Ingram, S. J. (2003). The effects of contextual learning instruction on science achievement male and female tenth grade students. Doctoral Dissertation, University of South Alabama, USA. Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal of Applied Developmental Psychology, 36(1), 18–29. Karslı, F., & Yiğit, M. (2017). Effectiveness of the REACT strategy on 12th grade students’ understanding of the alkenes concept. Research in Science & Technological Education, 35(2), 193–212. https://doi.org/10.1080/02635143.2017.1295369 Karslı, G. (2023). The effect of activities developed according to react strategy in out of school environments on the teaching of 5th grade people and environmental unit: Action research [Doctoral dissertation, Amasya University]. Graduate School of Natural Sciences, Amasya University. Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581 Keleş, İ. H., & Dede, H. (2020). Teaching “pure substances, mixtures and separation of mixtures” topics with react strategy. Abant İzzet Baysal University Journal of Education Faculty, 20(4), 1657–1675. https://doi.org/10.17240/aibuefd.2020.20.57816-641084 Keskin, F., & Çam, A. (2019). The effectivines of context-based react strategy on sixth grade students' academic achievement and scientific literacy. Mehmet Akif Ersoy University Journal of Education, (49), 38–59. https://dergipark.org.tr/tr/pub/maeuefd King, D., & Henderson, S. (2018). Context-based learning in the middle years: Achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education, 40(10), 1221–1238. https://doi.org/10.1080/09500693.2018.1470352 Kirman-Bilgin, A., & Yiğit, N. (2019). The effect of react strategy on the conceptual understanding of students: the structure and characteristics of matter. Mehmet Akif Ersoy University Journal of Education Faculty, 52, 550–572. https://dergipark.org.tr/en/pub/maeuefd/issue/49455/319189 Koç-Akran, S. (2024). The effect of REACT strategy in augmented reality-based applications on the problem-solving skills of teacher candidates. International Journal of Contemporary Educational Research, 11(4), 571–589. https://doi.org/10.33200/ijcer.1430599 Liao, C. W., Liao, Y. H., Chen, B. S., Tseng, Y. J., & Ho, W. S. (2022). Elementary teachers’ environmental education cognition and attitude: A case study of the second largest city in Taiwan. Sustainability, 14(21), 14480. https://doi.org/10.3390/su142114480 Ministry of National Education[MoNE]. (2023). Life Sciences Curriculum (Grades 1-3). General Directorate of Basic Education, Republic of Türkiye, Ministry of National Education. https://mufredat.meb.gov.tr Navarra, A. (2006). Achieving pedagogical equity in the classroom. CORD Publishing. O'Brien, S. R. M. (2007). Indicators of environmental literacy: Using a new survey instrument to measure awareness, knowledge, and attitudes of university-aged students [Doctoral dissertation, Iowa State University]. ProQuest Dissertations Publishing. Özkan, Z. (2022). The effect of teaching the topic of matter cycles and environmental problems through the REACT strategy on 8th grade students’ inquiry-oriented attitudes, interest in science topics, and academic achievement [Master’s thesis, Gazi University]. Graduate School of Educational Sciences, Department of Mathematics and Science Education, Gazi University. Pınar, M. A., & Dönel-Akgül, G. (2024). Exploring the impact of digital REACT applications on science education. International Journal of Science and Education, 7(3), 175–199. https://doi.org/10.47477/ubed.1501875 Pınar, M. A., Dönel Akgül, G., & Geçikli, E. (2025). Exploring the impact of digital REACT applications: A qualitative study. Journal of Science Education and Technology. Advance online publication. https://doi.org/10.1007/s10956-025-10266-5 Sarı-Ay, Ö. (2017). The effects of context-based science education on student success and environmental consciousness [Doctoral dissertation, Hacettepe University]. Department of Science Education, Division of Primary Education, Hacettepe University. Shapiro, S. S., Wilk, M. B., & Chen, H. J. (1968). A comparative study of various tests for normality. Journal of the American Statistical Association, 63(324), 1343–1372. https://doi.org/10.1080/01621459.1968.10480932 Simmons, D. (1995). Working paper #2: Developing a framework for national environmental education standards. In Papers on the development of environmental education standards (pp. 53–58). North American Association for Environmental Education. Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Education for Meaning and Social Justice, 17(3), 63–64. Sönmez, V. (2016). Life skills education and teacher's guide (Revised 7th edition). Ankara: Anı Yayıncılık. Tabaru Örnek, G., & Yel, S. (2024). Development of environmental literacy instrument for children (8–9 years old) (ELİC): Validity and reliability study. Dokuz Eylül University Buca Faculty of Education Journal, (60), 1225–1258. https://doi.org/10.53444/deubefd.1408170 Trochim, W. M., & Donnelly, J. P. (2006). The research methods knowledge base. Cincinnati, OH: Atomic Dog. Tuğcu, M. B. (2023). The effect of teaching the subject of force, work and energy with react strategy on the academic achievement of 7 th grade students. Master's thesis, Karamanoğlu Mehmetbey University, Karaman. Türksoy, E. (2019). The effect of teaching methods integrated with augmented reality and online materials on achievement and retention in science lesson: Mixed design [Doctoral thesis, Burdur Mehmet Akif Ersoy University, Institute of Educational Sciences]. Higher Education Council National Thesis Center. https://tez.yok.gov.tr Ültay, N., & Çalık, M. (2011). Describe the 5E model and REACT strategy using acid and base examples. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education (EFMED), 5 (2), 199–220. Ültay, N., Tanrıverdi, A., & Eren, G. (2024). The experience of 4th grade students to learn the subject of human and environment with the react strategy. Afyon Kocatepe University Journal of Social Sciences, 26(2), 450-464. https://doi.org/10.32709/akusosbil.1131120 Ünal, Ş. (2016). The effect of case study and science writing heuristic based method of learning science about life based approach on teaching environmental subjects in biology course [Doctoral dissertation, Gazi University]. Graduate School of Educational Sciences, Department of Secondary Science and Mathematics Education, Gazi University. Yalçın, O. (2020). The implementation process of the physics curriculum based on the interdisciplinary context learning approach and the cognitive and affective outcomes of the implementation in students [Doctoral dissertation, Çukurova University, Institute of Social Sciences]. Yavuzarslan, H. (2024). Examining the effect of teaching activities based on react strategy in 4th grade social studies course: A mixed method research [Doctoral dissertation, Bartin University]. Graduate School of Educational Sciences, Bartin University. Yıldırım, G., & Gültekin, M. (2017). Applications of context-based learning in primary 4th class science and technology course. Ahi Evran University Kırşehir Faculty of Education Journal, 18(Special Issue), 81-101. Yulandra, R., & Prastika, B. A. (2025). The implementation of the REACT learning model to improve social studies learning outcomes in fifth-grade elementary school students. Journal of Innovation, Character and Excellent Elementary Education (JICE3), 1(1), 38–47.