Research Article
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Year 2025, Volume: 15 Issue: 3, 1443 - 1490, 28.09.2025
https://doi.org/10.48146/odusobiad.1564249

Abstract

Project Number

122B742

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1-18.
  • Akay, C. (2013). Secondary school students' views on the concept of science after TUBITAK 4004 science school project based on learning by doing-living. Mersin University Journal of Faculty of Education, 9(2), 326-338.
  • Aktamış, H., Acar, E., & Hiğde, E. (2018). Did the Let's learn astronomy-let's explore space camp change students' conceptual knowledge about astronomy?. Kastamonu Education Journal, 26(2), 523-533. https://doi.org/10.24106/kefdergi.389816
  • Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173
  • Avcı, E., Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Evaluation of "Our Sea Mediterranean" project for middle school students within the scope of TUBITAK 4004 nature education and science schools. Amasya University Journal of Faculty of Education, 4(2), 312-333. https://doi.org/10.17539/aej.38049
  • Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15(1), 1-16. https://doi.org/10.1080/14794802.2012.756633
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7-11.
  • Büyüköztürk, Ş. (2011). Experimental designs (3rd edition). Pegem Academy.
  • Çanakçı, O. (2008). Development and evaluation of mathematics problem solving attitude scale. [Doctoral dissertation, Marmara University], YÖK Thesis Center.
  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
  • Ernest, P. (2009). Reflections on theories of learning. In Theories of mathematics education: Seeking new frontiers. 39-47. Springer.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). McGraw-Hill.
  • Garcia-Piqueras, M., & Ruiz-Gallardo, J. R. (2021). Green stem to improve mathematics proficiency: Esa mission space lab. Mathematics, 9(17), 2066. https://doi.org/10.3390/math9172066
  • Garcia-Piqueras, M., & Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: Complejidad y protocolos en una aproximación STEM transversal [Forest regeneration after a fire: Complexity and protocols in a transversal STEM approach]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1201. https://doi.org/10.25267/RevEurekaensendivulgcienc.2021.v18..i1.1201
  • Güven Yıldırım, E., & Aydoğdu, M. (2012). Developing the Awareness Scale for Environmental Problems and determining the awareness levels of prospective teachers. Journal of Teacher Education and Educators, 1(2), 185-2020.
  • Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25-34. https://doi.org/10.1016/j.futures.2016.11.013
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Hikayat, C., Suparman, S., Hairun, Y., & Suharna, H. (2020). Design of realistic mathematics education approach to improve critical thinking skills. Universal Journal of Educational Research, 8(6), 2232-2244. https://doi.org/10.13189/ujer.2020.080606
  • Honess, D., & Quinlan, O. (2017). Astro pi: Running your code aboard the international space station. Acta Astronautica, 138, 43-52. https://doi.org/10.1016/j.actaastro.2017.05.023
  • Keçeci, G., Zengin, F. K., & Alan, B. (2019). The effect of TUBITAK 4004 "Little Scientists Exploring the Ecosystem of Elâzığ Hazar Lake" project on the environmental attitudes of middle school students. Journal of Human and Social Sciences Research, 8(1), 41-63. http://www.itobiad.com/issue/43055/482979
  • Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957
  • Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Merz, C. J. (2012). Eco-math: Creating a model curriculum for teaching mathematics in the context of environmental education. Theses digitization project. 4126. https://scholarworks.lib.csusb.edu/etd-project/4126
  • Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1, 7-33. https://doi.org/10.1007/s41979-018-0005-3
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education, 17(4), 52-56.
  • OECD (2006). Evolution of student interest in science and technology studies: Policy report. OECD Global Science Forum.
  • Önal, N. (2013). Scale development study on middle school students' mathematics attitudes. İlköğretim Online, 12(4), 938-948.
  • Özgel, Z. T., Aydoğdu, M., & Güven Yıldırım, E. (2018). The effect of nature camp supported environmental education on awareness and attitude towards environmental problems. Ihlara Journal of Educational Research, 3(2), 90-106.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.
  • Pompea, S. M., Fine, L. W., & Meystre, P. (2011,). Photonics education for a green future: connecting the dots of the Arizona STEM education experiment. In SPIE Eco-Photonics 2011: Sustainable Design, Manufacturing, and Engineering Workforce Education for a Green Future (8065), 193-205. SPIE.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
  • Salo, M., Mattinen-Yuryev, M. K., & Nissinen, A. (2019). Opportunities and limitations of carbon footprint calculators to steer sustainable household consumption-Analysis of Nordic calculator features. Journal of cleaner production, 207, 658-666. https://doi.org/10.1016/j.jclepro.2018.10.035
  • Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 1-10. https://doi.org/10.1186/s40594-019-0161-8
  • Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tinaztepe, G. (2020). Evaluation of the "Mathematics in Our Lives: Agriculture" project realized for 7th grade students within the scope of TUBITAK 4004-Nature education and science schools. International Journal of Educational Researchers, 3(1), 28-41.
  • Skovsmose, O. (2014). Critique as uncertainty. Information Age Publishing.
  • Steffensen, L. (2017). Critical mathematics education and post-normal science: A literature overview. Philosophy of Mathematics Education Journal, 2017(32), 1-30.
  • Steffensen, L., Herheim, R., & Rangnes, T. E. (2018). Wicked problems in school mathematics. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 4, 227-234. PME.
  • Steffensen, L., & Kacerja, S. (2021). Carbon footprints calculators and climate change. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modeling education in East and West. 513-523. Springer International Publishing. https://doi.org/10.1007/978-3-030-66996-6_43
  • Topalsan, A. K., Türk, Z., & Güler, G. (2019). Evaluation of the "I Do Science in Nature!" project for children in need of protection. Evaluation of TUBITAK 4004 project. Journal of Human and Social Sciences Research, 8(1), 581-607. https://doi.org/10.15869/itobiad.488344
  • Tucker-Raymond, E., Puttick, G., Cassidy, M., Harteveld, C., & Troiano, G. M. (2019). "I Broke Your Game!": critique among middle schoolers designing computer games about climate change. International Journal of STEM Education, 6, 1-16. https://doi.org/10.1186/s40594-019-0194-z
  • Wheland, E. R., Donovan, W. J., Dukes, J. T., Qammar, H. K., Smith, G. A., & Williams, B. L. (2013). Green action through education: A model for fostering positive attitudes about STEM. Journal of College Science Teaching, 42(3), 46-51.
  • Wolfmeyer, M., Lupinacci, J., & Chesky, N. (2017). EcoJustice mathematics education: An ecocritical (re)consideration for 21st century curricular challenges. Journal of Curriculum Theorizing, 32(2), 53-71.
  • Yazıcı, E., Aktamış, H., Hiğde, E., Arabacıoğlu, T., & Özen Ünal, D. (2018, November 22-24). Move to STEM let's meet STEM nature education and science school. [Oral Presentation] Innovation and Global Issues Congress IV (INGLOBE4), Antalya, Turkey
  • Yoloğlu, A., & Uçar, M. (2015). Evaluation of a TUBITAK-4004 Project designed based on active learning about cultural assets and conservation. Mersin University Journal of Faculty of Education, 11(3), 1043-1062. https://doi.org/10.17860/efd.81882
  • Yücel, E. Ö., & Özkan, M. (2014). Developing an Environmental Attitude Scale for middle school students. Journal of Uludağ University Faculty of Education, 27(1), 27-48. https://doi.org/10.19171/uuefd.37221

Year 2025, Volume: 15 Issue: 3, 1443 - 1490, 28.09.2025
https://doi.org/10.48146/odusobiad.1564249

Abstract

Project Number

122B742

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1-18.
  • Akay, C. (2013). Secondary school students' views on the concept of science after TUBITAK 4004 science school project based on learning by doing-living. Mersin University Journal of Faculty of Education, 9(2), 326-338.
  • Aktamış, H., Acar, E., & Hiğde, E. (2018). Did the Let's learn astronomy-let's explore space camp change students' conceptual knowledge about astronomy?. Kastamonu Education Journal, 26(2), 523-533. https://doi.org/10.24106/kefdergi.389816
  • Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173
  • Avcı, E., Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Evaluation of "Our Sea Mediterranean" project for middle school students within the scope of TUBITAK 4004 nature education and science schools. Amasya University Journal of Faculty of Education, 4(2), 312-333. https://doi.org/10.17539/aej.38049
  • Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15(1), 1-16. https://doi.org/10.1080/14794802.2012.756633
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7-11.
  • Büyüköztürk, Ş. (2011). Experimental designs (3rd edition). Pegem Academy.
  • Çanakçı, O. (2008). Development and evaluation of mathematics problem solving attitude scale. [Doctoral dissertation, Marmara University], YÖK Thesis Center.
  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
  • Ernest, P. (2009). Reflections on theories of learning. In Theories of mathematics education: Seeking new frontiers. 39-47. Springer.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). McGraw-Hill.
  • Garcia-Piqueras, M., & Ruiz-Gallardo, J. R. (2021). Green stem to improve mathematics proficiency: Esa mission space lab. Mathematics, 9(17), 2066. https://doi.org/10.3390/math9172066
  • Garcia-Piqueras, M., & Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: Complejidad y protocolos en una aproximación STEM transversal [Forest regeneration after a fire: Complexity and protocols in a transversal STEM approach]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1201. https://doi.org/10.25267/RevEurekaensendivulgcienc.2021.v18..i1.1201
  • Güven Yıldırım, E., & Aydoğdu, M. (2012). Developing the Awareness Scale for Environmental Problems and determining the awareness levels of prospective teachers. Journal of Teacher Education and Educators, 1(2), 185-2020.
  • Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25-34. https://doi.org/10.1016/j.futures.2016.11.013
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Hikayat, C., Suparman, S., Hairun, Y., & Suharna, H. (2020). Design of realistic mathematics education approach to improve critical thinking skills. Universal Journal of Educational Research, 8(6), 2232-2244. https://doi.org/10.13189/ujer.2020.080606
  • Honess, D., & Quinlan, O. (2017). Astro pi: Running your code aboard the international space station. Acta Astronautica, 138, 43-52. https://doi.org/10.1016/j.actaastro.2017.05.023
  • Keçeci, G., Zengin, F. K., & Alan, B. (2019). The effect of TUBITAK 4004 "Little Scientists Exploring the Ecosystem of Elâzığ Hazar Lake" project on the environmental attitudes of middle school students. Journal of Human and Social Sciences Research, 8(1), 41-63. http://www.itobiad.com/issue/43055/482979
  • Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957
  • Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Merz, C. J. (2012). Eco-math: Creating a model curriculum for teaching mathematics in the context of environmental education. Theses digitization project. 4126. https://scholarworks.lib.csusb.edu/etd-project/4126
  • Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1, 7-33. https://doi.org/10.1007/s41979-018-0005-3
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education, 17(4), 52-56.
  • OECD (2006). Evolution of student interest in science and technology studies: Policy report. OECD Global Science Forum.
  • Önal, N. (2013). Scale development study on middle school students' mathematics attitudes. İlköğretim Online, 12(4), 938-948.
  • Özgel, Z. T., Aydoğdu, M., & Güven Yıldırım, E. (2018). The effect of nature camp supported environmental education on awareness and attitude towards environmental problems. Ihlara Journal of Educational Research, 3(2), 90-106.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.
  • Pompea, S. M., Fine, L. W., & Meystre, P. (2011,). Photonics education for a green future: connecting the dots of the Arizona STEM education experiment. In SPIE Eco-Photonics 2011: Sustainable Design, Manufacturing, and Engineering Workforce Education for a Green Future (8065), 193-205. SPIE.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
  • Salo, M., Mattinen-Yuryev, M. K., & Nissinen, A. (2019). Opportunities and limitations of carbon footprint calculators to steer sustainable household consumption-Analysis of Nordic calculator features. Journal of cleaner production, 207, 658-666. https://doi.org/10.1016/j.jclepro.2018.10.035
  • Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 1-10. https://doi.org/10.1186/s40594-019-0161-8
  • Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tinaztepe, G. (2020). Evaluation of the "Mathematics in Our Lives: Agriculture" project realized for 7th grade students within the scope of TUBITAK 4004-Nature education and science schools. International Journal of Educational Researchers, 3(1), 28-41.
  • Skovsmose, O. (2014). Critique as uncertainty. Information Age Publishing.
  • Steffensen, L. (2017). Critical mathematics education and post-normal science: A literature overview. Philosophy of Mathematics Education Journal, 2017(32), 1-30.
  • Steffensen, L., Herheim, R., & Rangnes, T. E. (2018). Wicked problems in school mathematics. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 4, 227-234. PME.
  • Steffensen, L., & Kacerja, S. (2021). Carbon footprints calculators and climate change. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modeling education in East and West. 513-523. Springer International Publishing. https://doi.org/10.1007/978-3-030-66996-6_43
  • Topalsan, A. K., Türk, Z., & Güler, G. (2019). Evaluation of the "I Do Science in Nature!" project for children in need of protection. Evaluation of TUBITAK 4004 project. Journal of Human and Social Sciences Research, 8(1), 581-607. https://doi.org/10.15869/itobiad.488344
  • Tucker-Raymond, E., Puttick, G., Cassidy, M., Harteveld, C., & Troiano, G. M. (2019). "I Broke Your Game!": critique among middle schoolers designing computer games about climate change. International Journal of STEM Education, 6, 1-16. https://doi.org/10.1186/s40594-019-0194-z
  • Wheland, E. R., Donovan, W. J., Dukes, J. T., Qammar, H. K., Smith, G. A., & Williams, B. L. (2013). Green action through education: A model for fostering positive attitudes about STEM. Journal of College Science Teaching, 42(3), 46-51.
  • Wolfmeyer, M., Lupinacci, J., & Chesky, N. (2017). EcoJustice mathematics education: An ecocritical (re)consideration for 21st century curricular challenges. Journal of Curriculum Theorizing, 32(2), 53-71.
  • Yazıcı, E., Aktamış, H., Hiğde, E., Arabacıoğlu, T., & Özen Ünal, D. (2018, November 22-24). Move to STEM let's meet STEM nature education and science school. [Oral Presentation] Innovation and Global Issues Congress IV (INGLOBE4), Antalya, Turkey
  • Yoloğlu, A., & Uçar, M. (2015). Evaluation of a TUBITAK-4004 Project designed based on active learning about cultural assets and conservation. Mersin University Journal of Faculty of Education, 11(3), 1043-1062. https://doi.org/10.17860/efd.81882
  • Yücel, E. Ö., & Özkan, M. (2014). Developing an Environmental Attitude Scale for middle school students. Journal of Uludağ University Faculty of Education, 27(1), 27-48. https://doi.org/10.19171/uuefd.37221

Year 2025, Volume: 15 Issue: 3, 1443 - 1490, 28.09.2025
https://doi.org/10.48146/odusobiad.1564249

Abstract

Project Number

122B742

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1-18.
  • Akay, C. (2013). Secondary school students' views on the concept of science after TUBITAK 4004 science school project based on learning by doing-living. Mersin University Journal of Faculty of Education, 9(2), 326-338.
  • Aktamış, H., Acar, E., & Hiğde, E. (2018). Did the Let's learn astronomy-let's explore space camp change students' conceptual knowledge about astronomy?. Kastamonu Education Journal, 26(2), 523-533. https://doi.org/10.24106/kefdergi.389816
  • Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173
  • Avcı, E., Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Evaluation of "Our Sea Mediterranean" project for middle school students within the scope of TUBITAK 4004 nature education and science schools. Amasya University Journal of Faculty of Education, 4(2), 312-333. https://doi.org/10.17539/aej.38049
  • Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15(1), 1-16. https://doi.org/10.1080/14794802.2012.756633
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7-11.
  • Büyüköztürk, Ş. (2011). Experimental designs (3rd edition). Pegem Academy.
  • Çanakçı, O. (2008). Development and evaluation of mathematics problem solving attitude scale. [Doctoral dissertation, Marmara University], YÖK Thesis Center.
  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
  • Ernest, P. (2009). Reflections on theories of learning. In Theories of mathematics education: Seeking new frontiers. 39-47. Springer.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). McGraw-Hill.
  • Garcia-Piqueras, M., & Ruiz-Gallardo, J. R. (2021). Green stem to improve mathematics proficiency: Esa mission space lab. Mathematics, 9(17), 2066. https://doi.org/10.3390/math9172066
  • Garcia-Piqueras, M., & Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: Complejidad y protocolos en una aproximación STEM transversal [Forest regeneration after a fire: Complexity and protocols in a transversal STEM approach]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1201. https://doi.org/10.25267/RevEurekaensendivulgcienc.2021.v18..i1.1201
  • Güven Yıldırım, E., & Aydoğdu, M. (2012). Developing the Awareness Scale for Environmental Problems and determining the awareness levels of prospective teachers. Journal of Teacher Education and Educators, 1(2), 185-2020.
  • Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25-34. https://doi.org/10.1016/j.futures.2016.11.013
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Hikayat, C., Suparman, S., Hairun, Y., & Suharna, H. (2020). Design of realistic mathematics education approach to improve critical thinking skills. Universal Journal of Educational Research, 8(6), 2232-2244. https://doi.org/10.13189/ujer.2020.080606
  • Honess, D., & Quinlan, O. (2017). Astro pi: Running your code aboard the international space station. Acta Astronautica, 138, 43-52. https://doi.org/10.1016/j.actaastro.2017.05.023
  • Keçeci, G., Zengin, F. K., & Alan, B. (2019). The effect of TUBITAK 4004 "Little Scientists Exploring the Ecosystem of Elâzığ Hazar Lake" project on the environmental attitudes of middle school students. Journal of Human and Social Sciences Research, 8(1), 41-63. http://www.itobiad.com/issue/43055/482979
  • Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957
  • Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Merz, C. J. (2012). Eco-math: Creating a model curriculum for teaching mathematics in the context of environmental education. Theses digitization project. 4126. https://scholarworks.lib.csusb.edu/etd-project/4126
  • Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1, 7-33. https://doi.org/10.1007/s41979-018-0005-3
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education, 17(4), 52-56.
  • OECD (2006). Evolution of student interest in science and technology studies: Policy report. OECD Global Science Forum.
  • Önal, N. (2013). Scale development study on middle school students' mathematics attitudes. İlköğretim Online, 12(4), 938-948.
  • Özgel, Z. T., Aydoğdu, M., & Güven Yıldırım, E. (2018). The effect of nature camp supported environmental education on awareness and attitude towards environmental problems. Ihlara Journal of Educational Research, 3(2), 90-106.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.
  • Pompea, S. M., Fine, L. W., & Meystre, P. (2011,). Photonics education for a green future: connecting the dots of the Arizona STEM education experiment. In SPIE Eco-Photonics 2011: Sustainable Design, Manufacturing, and Engineering Workforce Education for a Green Future (8065), 193-205. SPIE.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
  • Salo, M., Mattinen-Yuryev, M. K., & Nissinen, A. (2019). Opportunities and limitations of carbon footprint calculators to steer sustainable household consumption-Analysis of Nordic calculator features. Journal of cleaner production, 207, 658-666. https://doi.org/10.1016/j.jclepro.2018.10.035
  • Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 1-10. https://doi.org/10.1186/s40594-019-0161-8
  • Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tinaztepe, G. (2020). Evaluation of the "Mathematics in Our Lives: Agriculture" project realized for 7th grade students within the scope of TUBITAK 4004-Nature education and science schools. International Journal of Educational Researchers, 3(1), 28-41.
  • Skovsmose, O. (2014). Critique as uncertainty. Information Age Publishing.
  • Steffensen, L. (2017). Critical mathematics education and post-normal science: A literature overview. Philosophy of Mathematics Education Journal, 2017(32), 1-30.
  • Steffensen, L., Herheim, R., & Rangnes, T. E. (2018). Wicked problems in school mathematics. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 4, 227-234. PME.
  • Steffensen, L., & Kacerja, S. (2021). Carbon footprints calculators and climate change. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modeling education in East and West. 513-523. Springer International Publishing. https://doi.org/10.1007/978-3-030-66996-6_43
  • Topalsan, A. K., Türk, Z., & Güler, G. (2019). Evaluation of the "I Do Science in Nature!" project for children in need of protection. Evaluation of TUBITAK 4004 project. Journal of Human and Social Sciences Research, 8(1), 581-607. https://doi.org/10.15869/itobiad.488344
  • Tucker-Raymond, E., Puttick, G., Cassidy, M., Harteveld, C., & Troiano, G. M. (2019). "I Broke Your Game!": critique among middle schoolers designing computer games about climate change. International Journal of STEM Education, 6, 1-16. https://doi.org/10.1186/s40594-019-0194-z
  • Wheland, E. R., Donovan, W. J., Dukes, J. T., Qammar, H. K., Smith, G. A., & Williams, B. L. (2013). Green action through education: A model for fostering positive attitudes about STEM. Journal of College Science Teaching, 42(3), 46-51.
  • Wolfmeyer, M., Lupinacci, J., & Chesky, N. (2017). EcoJustice mathematics education: An ecocritical (re)consideration for 21st century curricular challenges. Journal of Curriculum Theorizing, 32(2), 53-71.
  • Yazıcı, E., Aktamış, H., Hiğde, E., Arabacıoğlu, T., & Özen Ünal, D. (2018, November 22-24). Move to STEM let's meet STEM nature education and science school. [Oral Presentation] Innovation and Global Issues Congress IV (INGLOBE4), Antalya, Turkey
  • Yoloğlu, A., & Uçar, M. (2015). Evaluation of a TUBITAK-4004 Project designed based on active learning about cultural assets and conservation. Mersin University Journal of Faculty of Education, 11(3), 1043-1062. https://doi.org/10.17860/efd.81882
  • Yücel, E. Ö., & Özkan, M. (2014). Developing an Environmental Attitude Scale for middle school students. Journal of Uludağ University Faculty of Education, 27(1), 27-48. https://doi.org/10.19171/uuefd.37221

Ortaokul öğrencileri için eko-matematik proje değerlendirmesi

Year 2025, Volume: 15 Issue: 3, 1443 - 1490, 28.09.2025
https://doi.org/10.48146/odusobiad.1564249

Abstract

Bu çalışmada TÜBİTAK 4004 Doğa Eğitimi ve Bilim Okulları çağrısı kapsamında desteklenen “Ortaokul Öğrencileri için Eko-Matematik” projesi kapsamında ortaokul öğrencilerinin matematiğe ve çevreye yönelik tutumları ve farkındalıklarındaki olası değişim veya gelişimi ölçmek, ayrıca eko-matematik problemlerinde matematiksel düşünme becerileri ve çevre sorunlarının çözümüne yönelik yaratıcı çözüm önerileri doğrultusunda bilgi düzeylerini belirlemek amaçlanmıştır. Projede sürdürülebilirlik, su kirliliği, çevre kirliliği, iklim değişikliği, karbon salınımı, geri dönüşüm, ekolojik temizlik malzemelerinin üretimi ve hayvancılık konularına odaklanılmış, matematik bilgisini arttırmaya yönelik etkinlikler ile sanatsal, sportif ve sosyal etkinliklere yer verilmiştir. Çalışmada nitel ve nicel araştırma yöntemleri bir arada kullanılmıştır. Çalışma grubunu taşıma yoluyla öğrenimine devam eden 30 öğrenci oluşturmaktadır. Öğrencilerin matematiğe yönelik tutum, çevresel farkındalık, çevresel tutum, matematik motivasyon ve matematik problemi çözme tutumlarındaki değişimler incelenmiştir. Bunun yanında öğrencilerin proje süreci hakkındaki görüşlerini alabilmek için ön görüşme ve proje sonunda son görüşme ve yansıtıcı günlükler uygulanmıştır. Proje sonunda öğrencilerin matematiğe yönelik tutum puanları için çalışma alt boyutunda ve çevre sorunlarına yönelik farkındalık puanları için Bilgi alt boyutunda son test lehine anlamlı fark bulunmuştur. Proje sonrasında öğrencilerin çevre sorunları ve eko matematik arasındaki ilişkiyi daha kolay kurabildikleri, projenin öğrenciler üzerinde olumlu etki bıraktığı ve öğrencilerin projeden keyif aldıkları belirlenmiştir.

Ethical Statement

Bu çalışma için Aydın Adnan Menderes Üniversitesi Eğitim Araştırmaları Etik Kurulu tarafından 29.02.2024 tarihli 2. Oturumda XXII karar numarası ile etik kurul kararı belgesi alınmıştır.

Supporting Institution

TÜBİTAK

Project Number

122B742

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1-18.
  • Akay, C. (2013). Secondary school students' views on the concept of science after TUBITAK 4004 science school project based on learning by doing-living. Mersin University Journal of Faculty of Education, 9(2), 326-338.
  • Aktamış, H., Acar, E., & Hiğde, E. (2018). Did the Let's learn astronomy-let's explore space camp change students' conceptual knowledge about astronomy?. Kastamonu Education Journal, 26(2), 523-533. https://doi.org/10.24106/kefdergi.389816
  • Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173
  • Avcı, E., Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Evaluation of "Our Sea Mediterranean" project for middle school students within the scope of TUBITAK 4004 nature education and science schools. Amasya University Journal of Faculty of Education, 4(2), 312-333. https://doi.org/10.17539/aej.38049
  • Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15(1), 1-16. https://doi.org/10.1080/14794802.2012.756633
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7-11.
  • Büyüköztürk, Ş. (2011). Experimental designs (3rd edition). Pegem Academy.
  • Çanakçı, O. (2008). Development and evaluation of mathematics problem solving attitude scale. [Doctoral dissertation, Marmara University], YÖK Thesis Center.
  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
  • Ernest, P. (2009). Reflections on theories of learning. In Theories of mathematics education: Seeking new frontiers. 39-47. Springer.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). McGraw-Hill.
  • Garcia-Piqueras, M., & Ruiz-Gallardo, J. R. (2021). Green stem to improve mathematics proficiency: Esa mission space lab. Mathematics, 9(17), 2066. https://doi.org/10.3390/math9172066
  • Garcia-Piqueras, M., & Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: Complejidad y protocolos en una aproximación STEM transversal [Forest regeneration after a fire: Complexity and protocols in a transversal STEM approach]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1201. https://doi.org/10.25267/RevEurekaensendivulgcienc.2021.v18..i1.1201
  • Güven Yıldırım, E., & Aydoğdu, M. (2012). Developing the Awareness Scale for Environmental Problems and determining the awareness levels of prospective teachers. Journal of Teacher Education and Educators, 1(2), 185-2020.
  • Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25-34. https://doi.org/10.1016/j.futures.2016.11.013
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Hikayat, C., Suparman, S., Hairun, Y., & Suharna, H. (2020). Design of realistic mathematics education approach to improve critical thinking skills. Universal Journal of Educational Research, 8(6), 2232-2244. https://doi.org/10.13189/ujer.2020.080606
  • Honess, D., & Quinlan, O. (2017). Astro pi: Running your code aboard the international space station. Acta Astronautica, 138, 43-52. https://doi.org/10.1016/j.actaastro.2017.05.023
  • Keçeci, G., Zengin, F. K., & Alan, B. (2019). The effect of TUBITAK 4004 "Little Scientists Exploring the Ecosystem of Elâzığ Hazar Lake" project on the environmental attitudes of middle school students. Journal of Human and Social Sciences Research, 8(1), 41-63. http://www.itobiad.com/issue/43055/482979
  • Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957
  • Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Merz, C. J. (2012). Eco-math: Creating a model curriculum for teaching mathematics in the context of environmental education. Theses digitization project. 4126. https://scholarworks.lib.csusb.edu/etd-project/4126
  • Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1, 7-33. https://doi.org/10.1007/s41979-018-0005-3
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education, 17(4), 52-56.
  • OECD (2006). Evolution of student interest in science and technology studies: Policy report. OECD Global Science Forum.
  • Önal, N. (2013). Scale development study on middle school students' mathematics attitudes. İlköğretim Online, 12(4), 938-948.
  • Özgel, Z. T., Aydoğdu, M., & Güven Yıldırım, E. (2018). The effect of nature camp supported environmental education on awareness and attitude towards environmental problems. Ihlara Journal of Educational Research, 3(2), 90-106.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. https://files.
  • Pompea, S. M., Fine, L. W., & Meystre, P. (2011,). Photonics education for a green future: connecting the dots of the Arizona STEM education experiment. In SPIE Eco-Photonics 2011: Sustainable Design, Manufacturing, and Engineering Workforce Education for a Green Future (8065), 193-205. SPIE.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
  • Salo, M., Mattinen-Yuryev, M. K., & Nissinen, A. (2019). Opportunities and limitations of carbon footprint calculators to steer sustainable household consumption-Analysis of Nordic calculator features. Journal of cleaner production, 207, 658-666. https://doi.org/10.1016/j.jclepro.2018.10.035
  • Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6(1), 1-10. https://doi.org/10.1186/s40594-019-0161-8
  • Sezer Evcan, S., Adilov, G., Eken, Z., Barut, S., Kemali, S., & Tinaztepe, G. (2020). Evaluation of the "Mathematics in Our Lives: Agriculture" project realized for 7th grade students within the scope of TUBITAK 4004-Nature education and science schools. International Journal of Educational Researchers, 3(1), 28-41.
  • Skovsmose, O. (2014). Critique as uncertainty. Information Age Publishing.
  • Steffensen, L. (2017). Critical mathematics education and post-normal science: A literature overview. Philosophy of Mathematics Education Journal, 2017(32), 1-30.
  • Steffensen, L., Herheim, R., & Rangnes, T. E. (2018). Wicked problems in school mathematics. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 4, 227-234. PME.
  • Steffensen, L., & Kacerja, S. (2021). Carbon footprints calculators and climate change. In F. K. S. Leung, G. A. Stillman, G. Kaiser, & K. L. Wong (Eds.), Mathematical modeling education in East and West. 513-523. Springer International Publishing. https://doi.org/10.1007/978-3-030-66996-6_43
  • Topalsan, A. K., Türk, Z., & Güler, G. (2019). Evaluation of the "I Do Science in Nature!" project for children in need of protection. Evaluation of TUBITAK 4004 project. Journal of Human and Social Sciences Research, 8(1), 581-607. https://doi.org/10.15869/itobiad.488344
  • Tucker-Raymond, E., Puttick, G., Cassidy, M., Harteveld, C., & Troiano, G. M. (2019). "I Broke Your Game!": critique among middle schoolers designing computer games about climate change. International Journal of STEM Education, 6, 1-16. https://doi.org/10.1186/s40594-019-0194-z
  • Wheland, E. R., Donovan, W. J., Dukes, J. T., Qammar, H. K., Smith, G. A., & Williams, B. L. (2013). Green action through education: A model for fostering positive attitudes about STEM. Journal of College Science Teaching, 42(3), 46-51.
  • Wolfmeyer, M., Lupinacci, J., & Chesky, N. (2017). EcoJustice mathematics education: An ecocritical (re)consideration for 21st century curricular challenges. Journal of Curriculum Theorizing, 32(2), 53-71.
  • Yazıcı, E., Aktamış, H., Hiğde, E., Arabacıoğlu, T., & Özen Ünal, D. (2018, November 22-24). Move to STEM let's meet STEM nature education and science school. [Oral Presentation] Innovation and Global Issues Congress IV (INGLOBE4), Antalya, Turkey
  • Yoloğlu, A., & Uçar, M. (2015). Evaluation of a TUBITAK-4004 Project designed based on active learning about cultural assets and conservation. Mersin University Journal of Faculty of Education, 11(3), 1043-1062. https://doi.org/10.17860/efd.81882
  • Yücel, E. Ö., & Özkan, M. (2014). Developing an Environmental Attitude Scale for middle school students. Journal of Uludağ University Faculty of Education, 27(1), 27-48. https://doi.org/10.19171/uuefd.37221

Eco-mathematics project evaluation for middle school students

Year 2025, Volume: 15 Issue: 3, 1443 - 1490, 28.09.2025
https://doi.org/10.48146/odusobiad.1564249

Abstract

This study, conducted as part of the "Eco-Mathematics for Middle School Students" project supported by the TUBITAK 4004 Nature Education and Science Schools, aimed to measure the potential changes or developments in middle school students' attitudes and awareness towards mathematics and the environment, and to determine their level of knowledge in relation to mathematical thinking skills in solving eco-mathematical problems and generating creative solutions to environmental problems. The project focused on sustainability, water and environmental pollution, climate change, carbon emissions, recycling, the production of ecological detergents and animal husbandry. It included activities aimed at enhancing mathematical knowledge, as well as artistic, sporting, and social activities. The study used both qualitative and quantitative research methods. The study group consisted of 30 students continuing their education through transport. Changes in students' attitudes towards mathematics, environmental awareness, environmental attitudes, mathematical motivation, and mathematical problem solving attitudes were investigated. Pre- and post-interviews, along with reflective diaries were utilized to gather students' opinions about the project process. By the end of the project, a significant difference was observed in favour of the post-test results for the study sub-dimension of students' attitudes towards mathematics scores and the knowledge sub-dimension of their awareness towards environmental problems scores. After the project, it was found that students were able to more easily establish the relationship between environmental problems and eco-mathematics, that the project had a positive impact on them, and that they enjoyed participating in it.

Project Number

122B742

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classroom: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1-18.
  • Akay, C. (2013). Secondary school students' views on the concept of science after TUBITAK 4004 science school project based on learning by doing-living. Mersin University Journal of Faculty of Education, 9(2), 326-338.
  • Aktamış, H., Acar, E., & Hiğde, E. (2018). Did the Let's learn astronomy-let's explore space camp change students' conceptual knowledge about astronomy?. Kastamonu Education Journal, 26(2), 523-533. https://doi.org/10.24106/kefdergi.389816
  • Aktan, S., & Tezci, E. (2013). Mathematics Motivation Scale (MMS) validity and reliability study. The Journal of Academic Social Science Studies, 6(4), 57-77. https://doi.org/10.9761/JASSS1173
  • Avcı, E., Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Evaluation of "Our Sea Mediterranean" project for middle school students within the scope of TUBITAK 4004 nature education and science schools. Amasya University Journal of Faculty of Education, 4(2), 312-333. https://doi.org/10.17539/aej.38049
  • Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15(1), 1-16. https://doi.org/10.1080/14794802.2012.756633
  • Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7-11.
  • Büyüköztürk, Ş. (2011). Experimental designs (3rd edition). Pegem Academy.
  • Çanakçı, O. (2008). Development and evaluation of mathematics problem solving attitude scale. [Doctoral dissertation, Marmara University], YÖK Thesis Center.
  • Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15(1), 1-16.
  • Ernest, P. (2009). Reflections on theories of learning. In Theories of mathematics education: Seeking new frontiers. 39-47. Springer.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). McGraw-Hill.
  • Garcia-Piqueras, M., & Ruiz-Gallardo, J. R. (2021). Green stem to improve mathematics proficiency: Esa mission space lab. Mathematics, 9(17), 2066. https://doi.org/10.3390/math9172066
  • Garcia-Piqueras, M., & Sotos Serrano, M. (2021). Regeneración forestal tras un incendio: Complejidad y protocolos en una aproximación STEM transversal [Forest regeneration after a fire: Complexity and protocols in a transversal STEM approach]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Science Teaching and Dissemination], 18(1), 1201. https://doi.org/10.25267/RevEurekaensendivulgcienc.2021.v18..i1.1201
  • Güven Yıldırım, E., & Aydoğdu, M. (2012). Developing the Awareness Scale for Environmental Problems and determining the awareness levels of prospective teachers. Journal of Teacher Education and Educators, 1(2), 185-2020.
  • Hauge, K. H., & Barwell, R. (2017). Post-normal science and mathematics education in uncertain times: Educating future citizens for extended peer communities. Futures, 91, 25-34. https://doi.org/10.1016/j.futures.2016.11.013
  • Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984.
  • Hikayat, C., Suparman, S., Hairun, Y., & Suharna, H. (2020). Design of realistic mathematics education approach to improve critical thinking skills. Universal Journal of Educational Research, 8(6), 2232-2244. https://doi.org/10.13189/ujer.2020.080606
  • Honess, D., & Quinlan, O. (2017). Astro pi: Running your code aboard the international space station. Acta Astronautica, 138, 43-52. https://doi.org/10.1016/j.actaastro.2017.05.023
  • Keçeci, G., Zengin, F. K., & Alan, B. (2019). The effect of TUBITAK 4004 "Little Scientists Exploring the Ecosystem of Elâzığ Hazar Lake" project on the environmental attitudes of middle school students. Journal of Human and Social Sciences Research, 8(1), 41-63. http://www.itobiad.com/issue/43055/482979
  • Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM identity among young women: A social identity perspective. Review of Educational Research, 88(4), 589-625. https://doi.org/10.3102/0034654318779957
  • Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Educational Technology-TOJET, 9(2), 1-13.
  • Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students' mathematics cognitive achievement?. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959
  • Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: A systematic review of journal publications. International Journal of STEM Education, 7, 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Margot, K. C., & Kettler, T. (2019). Teachers' perception of STEM integration and education: a systematic literature review. International Journal of STEM Education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2
  • Merz, C. J. (2012). Eco-math: Creating a model curriculum for teaching mathematics in the context of environmental education. Theses digitization project. 4126. https://scholarworks.lib.csusb.edu/etd-project/4126
  • Minichiello, A., Hood, J. R., & Harkness, D. S. (2018). Bringing user experience design to bear on STEM education: A narrative literature review. Journal for STEM Education Research, 1, 7-33. https://doi.org/10.1007/s41979-018-0005-3
  • Mizell, S., & Brown, S. (2016). The current status of STEM education research 2013-2015. Journal of STEM Education, 17(4), 52-56.
  • OECD (2006). Evolution of student interest in science and technology studies: Policy report. OECD Global Science Forum.
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There are 48 citations in total.

Details

Primary Language English
Subjects Development of Science, Technology and Engineering Education and Programs
Journal Section Research Article
Authors

Deniz Özen Ünal 0000-0002-9279-3452

Nurtaç Üstündağ Kocakuşak 0000-0002-2014-6571

İrem Coşkun 0000-0002-8604-7998

Emrah Hiğde 0000-0002-4692-5119

Hediye Can 0000-0002-2048-3076

Serhan Ulusan 0000-0003-0116-2696

Ersen Yazıcı 0000-0002-1310-2247

Project Number 122B742
Publication Date September 28, 2025
Submission Date October 10, 2024
Acceptance Date May 6, 2025
Published in Issue Year 2025 Volume: 15 Issue: 3

Cite

APA Özen Ünal, D., Üstündağ Kocakuşak, N., Coşkun, İ., … Hiğde, E. (2025). Eco-mathematics project evaluation for middle school students. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 15(3), 1443-1490. https://doi.org/10.48146/odusobiad.1564249

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