Research Article
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Year 2021, Volume 8, Issue 3, 44 - 61, 01.08.2021
https://doi.org/10.17275/per.21.53.8.3

Abstract

References

  • Akbaşlı, S. (2018). The evaluation of natüre education training. International Online Journal of Education and Teaching (IOJET), 5(2), 295-311. http://iojet.org/index.php/IOJET/article/view/385/236
  • Aksoy, Y., & Akpınar, A. (2012). A research about publıc green area use and green area demand ın İstanbul Fatih dıstrıct. Istanbul Commerce University Journal of Science, 20, 81-96. http://dergipark.org.tr/en/download/article-file/199585
  • Atasoy, E., & Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan University Journal of Education Faculty, 10(1), 105-122. http://dergipark.org.tr/en/download/article-file/67727
  • Avcı, E., Su-Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Assessment of “Bizim Deniz Akdeniz” project planned for secondary school students financed by TUBITAK under 4004 Nature and Science Schools Program. Amasya Education Journal, 4(2), 312-333. http://dergipark.org.tr/en/download/article-file/234050
  • Barton, J., Hine, R., & Pretty, J. (2009). The health benefits of walking in greenspaces of high natural and heritage value. Journal of Integrative Environmental Sciences, 6(4), 261-278. https://dx.doi.org/10.1080/19438150903378425.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions. Environmental Education Research. 12 (1), 65-84. https://dx.doi.org/10.1080/13504620500526529.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Scientific research methods. Pegem A Puplishing.
  • Çabuk, M. & Çabuk, F. U. (2017). Investigation of efficiency of the project entitled“protect the environment with green chemistry” on preschool children’s knowledge level about the environment. Journal of The Intitute of Education Sciences Dumlupınar University, 1(1), 64-74. http://dergipark.org.tr/en/download/article-file/469761
  • Demir, F. (2018). Values education in life-science course according to values teaching approache [Unpublished doctoral dissertation]. İnönü University.
  • Demirhan İşcan, C. & Senemoğlu, N. (2009). Effectiveness of values education curriculum for fourth Grades. Education and Science, 34 (153), 1-14. http://egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/556/57
  • Demirhan, E. (2018). Opinions of gifted students and prospective teachers on natüre education program based on mentoring approach. İnönü University Journal of the Faculty of Education, 19 (3), 175-188. https://dx.doi.org/10.17679/inuefd.483536.
  • Dervişoğlu, S. (2010). Unıversıty students’ value orıentatıons toward lıvıng specıes. H. U. Journal of Education, 39, 132-141. http://dergipark.org.tr/en/download/article-file/87462.
  • Dikmenli, Y. (2017). Preservice teachers’ perception levels concerning consumer environmental consciousness. Journal of Education in Scıence Environment and Health, 3(2), 157-164. https://dx.doi.org/10.21891/jeseh.326741.
  • Dresner, M., & Gill, M. (1994). Environmental education at summer natüre camp. The Journal of Environmental Education, 25 (3), 35–41. https://dx.doi.org/10.1080/00958964.1994.9941956.
  • Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The Physics Teacher, 40(4), 206-209. https://dx.doi.org/10.1119/1.1474140.
  • Ferretti, V., & Comino, E. (2015). An integrated framework to assess complex cultural and natural heritage systems with Multi-Attribute Value Theory. Journal of Cultural Heritage, 16(5), 688-697. https://dx.doi.org/10.1016/j.culher.2015.01.007.
  • Feyzioğlu, B., Özenoğlu Kiremit, H., Öztürk Samur, A. & Aladağ, E. (2012). YIBO’S are thinking scientifically in natural envırontment. Journal of Research in Education and Teaching, 1 (4), 65-74. https://www.researchgate.net/profile/Ayse_Oeztuerk_Samur/publication/327108786_Yibolar_Dogal_Ortamda_Bilimsel_Dusunuyor/links/5b79c874299bf1d5a716ae37/Yibolar-Dogal-Ortamda-Bilimsel-Duesuenueyor.pdf
  • Gömleksiz, M. N. ve Cüro, E. (2011). An Assessment of students’ attitudes towards values in Social Studies curriculum. İnternational Journal of Human Sciences, 8 (1), 95-134. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/1299.
  • Halstead, J. M., & Taylor, M. J. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30 (2), 169-202. https://dx.doi.org/10.1080/713657146.
  • Haluza-Delay, R. (2001). Nothing here to care about: participant constructions of natüre following a 12-day wilderness program. The Journal of Environmental Education, 32 (4), 43–https://doi.org/10.1080/00958960109598662
  • Hırça, N. (2013). Summer science camp experiences of gifted students. Journal of Gifted Education Research, 1(1), 22-30. http://www.acarindex.com/dosyalar/makale/acarindex-1423937373.pdf
  • James, M. C. (2006). The effect of grading incentive on student discourse in peer instruction. American Journal of Physics, 74(8), 689-691. https://dx.doi.org/10.1119/1.2198887.
  • Kals, E., Schumacher, D. & Montada, L. (1999) Emotional affinity toward natüre as amotivational basis to protect natüre. Environment & Behavior, 31(2), 178–202. https://dx.doi.org/10.1177/00139169921972056.
  • Kato, K. (2006). Community, connection and conservation: Intangible cultural values in Natural Heritage—the case of Shirakami‐sanchi World Heritage Area. International journal of heritage studies, 12 (5), 458-473. https://dx.doi.org/10.1080/13527250600821670.
  • Keçeci, G, Kırbağ Zegin, F., & Alan, B. (2019). The effect of the project "Little scientists explore Elazig hazar lake ecosystem“ by TÜBİTAK 4004 on the environmental attitudes of secondary school students. Journal of the Human and Social Sciences Researches, 8 (1), 41-63. http://www.itobiad.com/issue/43055/482979.
  • Kitzinger, J. (1994). The methodology of focus groups: the importance of interaction between research participants. Sociology of Health & İllness, 16 (1), 103-121. https://dx.doi.org/10.1111/1467-9566.ep11347023.
  • Koch, K. R., Ozdemir, O., & Cem Akkose, M. (2014). Enhancing early ıntervention services for children with Special Needs in the Middle East: A Turkish ınitiative. International Journal of Early Childhood Special Education, 6(1). 143-150. https://eae.anadolu.edu.tr/resources/assets/upload/publication/20141112234546_mkl.pdf
  • Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. (3rd edition). Sage.
  • Laçin-Şimşek, C. (2004). Ethical and aesthetic values in environmental education in scıence education curriculum and textbooks. Journal of Values Education , 2 (7 ve 8), 127-146. http://dergipark.org.tr/en/pub/ded/issue/36881/312464.
  • Mazur, E. (1997). Peer ınstruction - a users manual. Pearson.
  • MEB (2018). Social studies curriculum (4, 5, 6. and 7. classes). TTKB Publications.
  • Merriam, S. B. (2013). Qualitative Research: A Guide to Design and Implementation (S. Turan, Trans.; 3rd ed.) Nobel Publishing. (Original work published 1953)
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The natüre relatedness scale: Linking individuals' connection with natüre to environmental concern and behavior. Environment and behavior, 41(5), 715-740. https://dx.doi.org/10.1177%2F0013916508318748.
  • Oğurlu, İ., Alkan, H., Ünal, Y., Ersin, M. Ö., & Bayrak, H. (2013, June). Contributions of environment and natüre training to geography education: IDE projects case study. Paper presented 3rd International Geography Symposium – Geomed (pp. 498-508), Antalya, Turkey. http://web.deu.edu.tr/geomed/proceedings/download/048_GeoMed_2013_Proceedings_498-508.pdf
  • Özdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. PAU Journal of Education, 27(27), 125-138. http://dergipark.org.tr/en/download/article-file/114641.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32–36. https://dx.doi.org/10.1080/00958960009598649.
  • Patton, Q. M. (2014). Qualitative research and evaluation methods (M. Bütün, & S. B. Demir, Trans.). PegemA Publishing. (Original work published 2008)
  • Plano-Clark, V. L., Huddleston-Casas, C. A., Churchill, S. L., O'Neil Green, D., & Garrett, A. L. (2008). Mixed methods approaches in family science research. Journal of Family Issues, 29(11), 1543-1566. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1080&context=edpsychpapers
  • Sanır, H. (2009). Evaluation of the problems of the students who are in inclusive education in academic learning according to teacher and family opinions. [Unpublished master’s thesis]. Selçuk University.
  • Sucuoğlu, B., & Özokçu, O. (2005). Social skills of mainstreamed students evaluation of. Ankara University Faculty of Educational Sciences Journal of Special Education, 6 (01), 41-65. https://doi.org/10.1501/Ozlegt_0000000086
  • Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195-212. https://dx.doi.org/10.1080/1350462950010206.
  • Turgut, H., & Yılmaz, S. (2010, May). Buıldıng ecology-based playgrounds for kıds. Paper presented III. National Black Sea Forestry Congress (pp. 1618-1630), Artvin, Turkey. http://karok3.artvin.edu.tr/IV.html URL 1. https://epi.envirocenter.yale.edu/epi-topline?country=turkey
  • Whitebread, D., Bingham, S., Grau, V., Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433-455. https://dx.doi.org/10.1891/194589507787382043.
  • Williams, K., & Harvey, D. (2001). Transcendent experience in forest environments. Journal of Environmental Psychology, 21(3), 249-260. https://dx.doi.org/10.1006/jevp.2001.0204.
  • Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage.
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • Yıldırım, Y. (2019). The effect of outdor school activity based values education programme on students' effective citizenship values [Unpublished doctoral dissertation]. Sakarya University
  • Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2013). Environmental science and education. Ankara: Gündüz Eğitim Publishing.
  • Yörük, A., & Şahinler, N. (2013). Potentıal effects of global warmıng on the honey bee. Uludag Bee Journal, 13 (2), 79-87. http://dergipark.org.tr/en/download/article-file/409325.

The Evaluation of Values Education Project conducted by the Context of Nature Education

Year 2021, Volume 8, Issue 3, 44 - 61, 01.08.2021
https://doi.org/10.17275/per.21.53.8.3

Abstract

The aim of this research is to evaluate the effect of the project titled “Youth with Values, a Responsible Society and a Clean Environment” conducted with secondary school students. The study group of the research consists of 9 inclusive students (3 girls, 6 boys) and 9 students with a high academic success (4 girls, 5 boys) making up a total of 18 secondary school students. The study was conducted within the framework of the embedded pattern from the mixed patterns, in which quantitative and qualitative research methods were handled together. In the study, while the “Attitude Scale towards Values” and the “Value Determination Survey” were used as the pre-test and post-test as quantitative data collection tools; the open-ended questionnaire, focus group meetings and the data gained from the diaries of the participants were used as qualitative data collection tools. According to the results the project increased their scores according to the last measurements in the scales of attitudes towards the values. also, a significant difference was determined in the sub-dimensions of “environment and nature”, “responsibility”, “cultural values” and in the overall total of the attitudes towards values scale. Examining the qualitative data of the current research, it was found out that students had fun, made new friends and learned many new things about the nature and environment during this project. Furthermore, groups’ opinions about the contribution of the project were classified as "cognitive awareness", "emotional awareness" and "behavioral awareness".

References

  • Akbaşlı, S. (2018). The evaluation of natüre education training. International Online Journal of Education and Teaching (IOJET), 5(2), 295-311. http://iojet.org/index.php/IOJET/article/view/385/236
  • Aksoy, Y., & Akpınar, A. (2012). A research about publıc green area use and green area demand ın İstanbul Fatih dıstrıct. Istanbul Commerce University Journal of Science, 20, 81-96. http://dergipark.org.tr/en/download/article-file/199585
  • Atasoy, E., & Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan University Journal of Education Faculty, 10(1), 105-122. http://dergipark.org.tr/en/download/article-file/67727
  • Avcı, E., Su-Özenir, Ö. S., Kurt, M., & Atik, S. (2015). Assessment of “Bizim Deniz Akdeniz” project planned for secondary school students financed by TUBITAK under 4004 Nature and Science Schools Program. Amasya Education Journal, 4(2), 312-333. http://dergipark.org.tr/en/download/article-file/234050
  • Barton, J., Hine, R., & Pretty, J. (2009). The health benefits of walking in greenspaces of high natural and heritage value. Journal of Integrative Environmental Sciences, 6(4), 261-278. https://dx.doi.org/10.1080/19438150903378425.
  • Bögeholz, S. (2006). Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions. Environmental Education Research. 12 (1), 65-84. https://dx.doi.org/10.1080/13504620500526529.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Scientific research methods. Pegem A Puplishing.
  • Çabuk, M. & Çabuk, F. U. (2017). Investigation of efficiency of the project entitled“protect the environment with green chemistry” on preschool children’s knowledge level about the environment. Journal of The Intitute of Education Sciences Dumlupınar University, 1(1), 64-74. http://dergipark.org.tr/en/download/article-file/469761
  • Demir, F. (2018). Values education in life-science course according to values teaching approache [Unpublished doctoral dissertation]. İnönü University.
  • Demirhan İşcan, C. & Senemoğlu, N. (2009). Effectiveness of values education curriculum for fourth Grades. Education and Science, 34 (153), 1-14. http://egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/556/57
  • Demirhan, E. (2018). Opinions of gifted students and prospective teachers on natüre education program based on mentoring approach. İnönü University Journal of the Faculty of Education, 19 (3), 175-188. https://dx.doi.org/10.17679/inuefd.483536.
  • Dervişoğlu, S. (2010). Unıversıty students’ value orıentatıons toward lıvıng specıes. H. U. Journal of Education, 39, 132-141. http://dergipark.org.tr/en/download/article-file/87462.
  • Dikmenli, Y. (2017). Preservice teachers’ perception levels concerning consumer environmental consciousness. Journal of Education in Scıence Environment and Health, 3(2), 157-164. https://dx.doi.org/10.21891/jeseh.326741.
  • Dresner, M., & Gill, M. (1994). Environmental education at summer natüre camp. The Journal of Environmental Education, 25 (3), 35–41. https://dx.doi.org/10.1080/00958964.1994.9941956.
  • Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer instruction: Results from a range of classrooms. The Physics Teacher, 40(4), 206-209. https://dx.doi.org/10.1119/1.1474140.
  • Ferretti, V., & Comino, E. (2015). An integrated framework to assess complex cultural and natural heritage systems with Multi-Attribute Value Theory. Journal of Cultural Heritage, 16(5), 688-697. https://dx.doi.org/10.1016/j.culher.2015.01.007.
  • Feyzioğlu, B., Özenoğlu Kiremit, H., Öztürk Samur, A. & Aladağ, E. (2012). YIBO’S are thinking scientifically in natural envırontment. Journal of Research in Education and Teaching, 1 (4), 65-74. https://www.researchgate.net/profile/Ayse_Oeztuerk_Samur/publication/327108786_Yibolar_Dogal_Ortamda_Bilimsel_Dusunuyor/links/5b79c874299bf1d5a716ae37/Yibolar-Dogal-Ortamda-Bilimsel-Duesuenueyor.pdf
  • Gömleksiz, M. N. ve Cüro, E. (2011). An Assessment of students’ attitudes towards values in Social Studies curriculum. İnternational Journal of Human Sciences, 8 (1), 95-134. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/1299.
  • Halstead, J. M., & Taylor, M. J. (2000). Learning and teaching about values: A review of recent research. Cambridge Journal of Education, 30 (2), 169-202. https://dx.doi.org/10.1080/713657146.
  • Haluza-Delay, R. (2001). Nothing here to care about: participant constructions of natüre following a 12-day wilderness program. The Journal of Environmental Education, 32 (4), 43–https://doi.org/10.1080/00958960109598662
  • Hırça, N. (2013). Summer science camp experiences of gifted students. Journal of Gifted Education Research, 1(1), 22-30. http://www.acarindex.com/dosyalar/makale/acarindex-1423937373.pdf
  • James, M. C. (2006). The effect of grading incentive on student discourse in peer instruction. American Journal of Physics, 74(8), 689-691. https://dx.doi.org/10.1119/1.2198887.
  • Kals, E., Schumacher, D. & Montada, L. (1999) Emotional affinity toward natüre as amotivational basis to protect natüre. Environment & Behavior, 31(2), 178–202. https://dx.doi.org/10.1177/00139169921972056.
  • Kato, K. (2006). Community, connection and conservation: Intangible cultural values in Natural Heritage—the case of Shirakami‐sanchi World Heritage Area. International journal of heritage studies, 12 (5), 458-473. https://dx.doi.org/10.1080/13527250600821670.
  • Keçeci, G, Kırbağ Zegin, F., & Alan, B. (2019). The effect of the project "Little scientists explore Elazig hazar lake ecosystem“ by TÜBİTAK 4004 on the environmental attitudes of secondary school students. Journal of the Human and Social Sciences Researches, 8 (1), 41-63. http://www.itobiad.com/issue/43055/482979.
  • Kitzinger, J. (1994). The methodology of focus groups: the importance of interaction between research participants. Sociology of Health & İllness, 16 (1), 103-121. https://dx.doi.org/10.1111/1467-9566.ep11347023.
  • Koch, K. R., Ozdemir, O., & Cem Akkose, M. (2014). Enhancing early ıntervention services for children with Special Needs in the Middle East: A Turkish ınitiative. International Journal of Early Childhood Special Education, 6(1). 143-150. https://eae.anadolu.edu.tr/resources/assets/upload/publication/20141112234546_mkl.pdf
  • Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research. (3rd edition). Sage.
  • Laçin-Şimşek, C. (2004). Ethical and aesthetic values in environmental education in scıence education curriculum and textbooks. Journal of Values Education , 2 (7 ve 8), 127-146. http://dergipark.org.tr/en/pub/ded/issue/36881/312464.
  • Mazur, E. (1997). Peer ınstruction - a users manual. Pearson.
  • MEB (2018). Social studies curriculum (4, 5, 6. and 7. classes). TTKB Publications.
  • Merriam, S. B. (2013). Qualitative Research: A Guide to Design and Implementation (S. Turan, Trans.; 3rd ed.) Nobel Publishing. (Original work published 1953)
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The natüre relatedness scale: Linking individuals' connection with natüre to environmental concern and behavior. Environment and behavior, 41(5), 715-740. https://dx.doi.org/10.1177%2F0013916508318748.
  • Oğurlu, İ., Alkan, H., Ünal, Y., Ersin, M. Ö., & Bayrak, H. (2013, June). Contributions of environment and natüre training to geography education: IDE projects case study. Paper presented 3rd International Geography Symposium – Geomed (pp. 498-508), Antalya, Turkey. http://web.deu.edu.tr/geomed/proceedings/download/048_GeoMed_2013_Proceedings_498-508.pdf
  • Özdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. PAU Journal of Education, 27(27), 125-138. http://dergipark.org.tr/en/download/article-file/114641.
  • Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. The Journal of Environmental Education, 31(4), 32–36. https://dx.doi.org/10.1080/00958960009598649.
  • Patton, Q. M. (2014). Qualitative research and evaluation methods (M. Bütün, & S. B. Demir, Trans.). PegemA Publishing. (Original work published 2008)
  • Plano-Clark, V. L., Huddleston-Casas, C. A., Churchill, S. L., O'Neil Green, D., & Garrett, A. L. (2008). Mixed methods approaches in family science research. Journal of Family Issues, 29(11), 1543-1566. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1080&context=edpsychpapers
  • Sanır, H. (2009). Evaluation of the problems of the students who are in inclusive education in academic learning according to teacher and family opinions. [Unpublished master’s thesis]. Selçuk University.
  • Sucuoğlu, B., & Özokçu, O. (2005). Social skills of mainstreamed students evaluation of. Ankara University Faculty of Educational Sciences Journal of Special Education, 6 (01), 41-65. https://doi.org/10.1501/Ozlegt_0000000086
  • Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195-212. https://dx.doi.org/10.1080/1350462950010206.
  • Turgut, H., & Yılmaz, S. (2010, May). Buıldıng ecology-based playgrounds for kıds. Paper presented III. National Black Sea Forestry Congress (pp. 1618-1630), Artvin, Turkey. http://karok3.artvin.edu.tr/IV.html URL 1. https://epi.envirocenter.yale.edu/epi-topline?country=turkey
  • Whitebread, D., Bingham, S., Grau, V., Pasternak, D. P., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433-455. https://dx.doi.org/10.1891/194589507787382043.
  • Williams, K., & Harvey, D. (2001). Transcendent experience in forest environments. Journal of Environmental Psychology, 21(3), 249-260. https://dx.doi.org/10.1006/jevp.2001.0204.
  • Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Sage.
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
  • Yıldırım, Y. (2019). The effect of outdor school activity based values education programme on students' effective citizenship values [Unpublished doctoral dissertation]. Sakarya University
  • Yıldız, K., Sipahioğlu, Ş., & Yılmaz, M. (2013). Environmental science and education. Ankara: Gündüz Eğitim Publishing.
  • Yörük, A., & Şahinler, N. (2013). Potentıal effects of global warmıng on the honey bee. Uludag Bee Journal, 13 (2), 79-87. http://dergipark.org.tr/en/download/article-file/409325.

Details

Primary Language English
Subjects Education and Educational Research, Education, Special
Journal Section Research Articles
Authors

Hüseyin ÇALIŞKAN
Sakarya University, Department of Science Education, Faculty of Education
0000-0001-6849-1318
Türkiye


Yusuf YILDIRIM (Primary Author)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0003-0035-8443
Türkiye


Eda DEMİRHAN
Sakarya University, Department of Special Education, Education Faculty
0000-0001-9414-0431
Türkiye

Supporting Institution The study was supported by TUBITAK (The Scientific and Technical Research Council of Turkey) 4004- Science &Society National Programme
Project Number 218B210
Thanks Desteklerinden dolayı TÜBİTAK'a, İnegöl Belediyesine, Sakarya Üniversitesine, İnegöl Milli Eğitim Müdürlüğüne teşekkür ederiz.
Publication Date August 1, 2021
Published in Issue Year 2021, Volume 8, Issue 3

Cite

APA Çalışkan, H. , Yıldırım, Y. & Demirhan, E. (2021). The Evaluation of Values Education Project conducted by the Context of Nature Education . Participatory Educational Research , 8 (3) , 44-61 . DOI: 10.17275/per.21.53.8.3