Ortaokul Öğrencilerinin Sorun Odaklı Çevre Anlayışları: Bir Karma Yöntem Araştırması

Year 2024, Volume: 12 Issue: 3, 1196 - 1231, 30.11.2024

Selçuk Şahingöz , Esra Benli Özdemir

https://doi.org/10.46778/goputeb.1510496

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin çevre ve çevre sorunlarına yönelik algılarının, tutumlarının ve görsel imajlarının araştırılmasıdır. Araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında Ankara’da 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, KİT’i 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 (n=128) kavramıyla açıklamışlardır. KİT’e verdikleri cevaplar 4 kategoride toplanmıştır: Bunlar çevresel unsurlar, ortam, çevre sorunları ve sürdürülebilirlik olarak oluşturulmuştur. Öğrenciler çevre kavramını en fazla insan (n=102) ve ev (n=98) kelimeleri ile ilişkilendirirken; en az atık (n=37) 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 (n=115) ve doğal çevre unsurlarının (n=102) olduğu resimler dikkat çekmektedir.

Keywords

Bilişsel Algı, Çevre, Çevre Sorunları, Görsel İmaj, Ortaokul Öğrencileri

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

Abstract

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 (n=128). 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 (n=102) and home (n=98) the most, they associated it with the idea of waste (n=37) 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 (n=115) and natural environment elements (n=102) draw the most attention.

Keywords

Cognitive Perception, Environment, Environmental Problems, Visual Image, Secondary School Students

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