An Investigation of Middle School Students’ Views on the Contributions of Dioramas to Biodiversity Education

Year 2022, , 136 - 147, 11.11.2022

Hülya Aslan Efe , Sadreddin Tusun Ali Osman Alakuş , Rıfat Efe

https://doi.org/10.31458/iejes.1131985

Cited By: 3

Abstract

Dioramas are seen as unique teaching tools for environmental education in general and biodiversity education in particular as they present realistic learning environments that can reflect the components of the biodiversity, relationships among these components and changes occur over time. The aim of this study is to examine middle school students' views on diorama supported biodiversity education. A phenomenological approach based on student experiences were employed for the study. The study group of the research consists of twenty-four 7th grade students studying during the 2021-2022 academic year. Students participated in an 8 hours experimental process included diorama supported 5E constructivist teaching model. Interviews were used as the data collection tool. The analysis of data revealed that dioramas contribute positively to biodiversity education as they enhance learning, mitigate the effects of misconceptions, increase students’ awareness to protect biodiversity and of biodiversity sustainability. Therefore, including and using dioramas in learning environments for biodiversity education can mediate learning as well as help students to benefit from a realistic environment that include living things, the ecosystems they form and the places they live in.

Keywords

Environmental education, Biodiversity, Middle school science, Dioramas, 5E

Supporting Institution

Dicle University Scientific Research Coordinator

Project Number

ZGEF.19.003

Thanks

We would like to thank Dicle University Scientific Research Projects Coordination Unit for their support.

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