Özel Yetenekli Öğrencilerin Küresel Isınma Konusundaki Görüşleri: Açıklayıcı Bir Çalışma

Abstract

Bu çalışmanın amacı, 7. sınıf özel yetenekli öğrencilerin küresel ısınmaya neden olan faktörler hakkındaki farkındalıklarını ve küresel ısınmayı azaltmaya yönelik davranışlarını incelemektir. Bu amaç doğrultusunda, karma yöntem araştırma yaklaşımlarından biri olan sıralı açıklayıcı tasarım deseni kullanılmıştır. Çalışma grubu, İstanbul'daki üç farklı Bilim ve Sanat Merkezi'ne (BİLSEM) devam eden 168 7. sınıf öğrencisinden oluşmuştur. Veriler, küresel ısınma farkındalık anketi ve yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Araştırmada öncelikle nicel veriler betimsel istatistikler kullanılarak analiz edilmiş, ardından nicel bulgularda ortaya çıkan belirli sonuçların bağlamını ve nedenlerini daha ayrıntılı biçimde ortaya koymak amacıyla nitel görüşmeler gerçekleştirilmiştir. Nicel ve nitel veriler, yorumlama aşamasında yakınsayan ve birbirini tamamlayan bulgular karşılaştırılarak bütünleştirilmiştir. Bulgular, özel yetenekli öğrencilerin kirlilik, hava kirliliği ve atıklarla ilgili çevre sorunlarının daha fazla farkında olduklarını, ancak sera etkisi ve küresel ısınma gibi kavramları nispeten zayıf bir şekilde anladıklarını göstermektedir. Özel yetenekli öğrenciler, çöp atmamak, kullanılmayan eşyaları bağışlamak ve ağaç dikmek gibi davranışların küresel ısınmayı azaltmaya yardımcı olabileceğini belirtmişlerdir. Bununla birlikte, kırmızı et tüketimi ve yazın klima kullanımı ile küresel ısınma arasındaki ilişkiyi genel olarak net bir şekilde kuramamışlardır. Nitel bulgular, çevre sorunları ve çevre korumaya odaklanan toplum temelli faaliyetlerin gerekliliğini vurgulamaktadır. Nitel bulgular bu sonuçları tamamlayarak öğrencilerin küresel ısınmasını çoğunlukla sıcaklık artışı, iklim değişikliği, çevre kirliliği ve buzulların erimesi gibi somut ve günlük yaşamla ilişkili sonuçlar üzerinden anlamlandırdıklarını; buna karşın küresel ısınmanın altında yatan bilimsel mekanizmaları açıklamakta zorlandıklarını ortaya koymuştur. Öğrenciler ayrıca küresel ısınmayla mücadelede bireysel davranışların yanı sıra toplum temelli çevre faaliyetlerinin ve yetişkinlerin aktif katılımının önemini vurgulamışlardır. Elde edilen sonuçlar genel olarak, özel yetenekli öğrencilerin küresel ısınma konusunda ve bu olgunun altında yatan bilimsel mekanizmalarla ilgili yeterli bilgiye sahip olmadıkları gibi, mevcut bilgilerini eyleme dönüştürmekte de zorlandıklarını göstermektedir. Bu nedenle, öğretmenlerin somut yaşantılardan soyut bilimsel kavramlara ilerleyen, uygulamalı ve disiplinlerarası öğrenme etkinlikleri düzenlemeleri; görsel materyaller, gerçek yaşam örnekleri ve belgesellerden yararlanarak öğrencilerin kavramsal anlayışlarını ve çevreye duyarlı davranışlarını desteklemeleri önerilmektedir.

Keywords

• Çevre eğitimi
• Küresel ısınma
• İklim değişikliği
• Özel yetenekli öğrencilerin görüşleri

Supporting Institution

Bu çalışma herhangi bir fon sağlayıcı tarafından desteklenmemiştir.

Ethical Statement

Bu araştırma, Yıldız Teknik Üniversitesi Sosyal ve Beşeri Bilimler Araştırma ve Yayın Etik Kurulu'nun 03/03/2025 tarihli ve 2025.03 numaralı izni ile gerçekleştirilmiştir. Araştırmaya dahil edilen üstün yetenekli öğrencilerden bilgilendirilmiş onam alınmıştır.

Thanks

Çalışmaya gönüllü olarak katılan özel yetenekli öğrencilere teşekkür ederim.

Gifted Students' Views on Global Warming: An Explanatory Study

Abstract

The purpose of this study is to examine 7th-grade gifted students’ awareness of the factors contributing to global warming and their behaviors related to mitigating it. In line with this aim, a sequential explanatory design, one of the mixed-methods research approaches, was employed. The study group consisted of 168 7th-grade students attending three Science and Art Centers (SAC) in Istanbul. Data was collected using a global warming awareness questionnaire and a semi-structured interview form. Quantitative data was first analyzed using descriptive statistics, and qualitative interviews were subsequently conducted to provide contextual explanations and deeper insights into selected quantitative findings. The two datasets were integrated at the interpretation stage by comparing convergent and complementary patterns across the quantitative and qualitative findings. The findings indicate that gifted students are more aware of environmental problems related to pollution, air pollution, and waste; however, their understanding of concepts such as the greenhouse effect and global warming is relatively weak. Gifted students reported that behaviors such as not littering, donating unused items, and planting trees could help reduce global warming. Nevertheless, they were generally unable to clearly associate red meat consumption and summer air-conditioning use with global warming. Qualitative findings highlight the need for community-based activities focused on environmental issues and environmental protection. The qualitative findings complemented these results by showing that students tended to conceptualize global warming through concrete and familiar consequences, such as increasing temperature, climate change, pollution, and melting glaciers, while demonstrating limited understanding of its underlying mechanisms. Students also emphasized the importance of individual actions, community-based environmental activities, and adult participation in addressing global warming. Overall, the results suggest that gifted students not only lack sufficient knowledge about global warming and related scientific mechanisms but also struggle to translate their existing knowledge into action. Accordingly, it is recommended that teachers implement concrete, hands-on, and interdisciplinary learning activities, supported by visual materials, real-world examples, and documentaries, to strengthen students’ conceptual understanding and promote environmentally responsible behaviors.

Keywords

• Environmental education
• Global warming
• Climate change
• Gifted student views

Supporting Institution

This work was not supported by any funders.

Ethical Statement

This research was conducted with the permission of the Yildiz Technical University Social and Humanities Research and Publication Ethics Committee dated 03/03/2025, numbered 2025.03. Informed consent was obtained from the gifted students included in the study.

Thanks

I would like to thank the gifted students who volunteered to participate in the study.

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