@article{article_989064, title={Primary School Students’ Perceptions and Experiences regarding Plants in Their near Environment}, journal={Journal of Education, Theory and Practical Research}, volume={7}, pages={236–250}, year={2021}, author={Utkugün, Ceren}, keywords={İlkokul, Yakın çevre, Bitki, Duyarlılık, Deneyim}, abstract={This research was conducted to examine the perception and experience of primary school students regarding plants in their near environment. The research pattern of phenomenology (phenomenology) involved in qualitative research was used in the study. The perception and experiences of the primary school students regarding the plants in their near environment were treated as a phenomenon and the students’ opinions were tried to be revealed on this subject. The study was conducted with the criterion sampling method, one of the purposeful sampling methods included in the qualitative research approach, with 120 primary school students attending the third grade of 3 public schools at lower, middle and upper socio-economic levels in the city center of Afyonkarahisar. Written interview form was developed in line with the acquisitions emphasizing plant love and sensitivity to plants included in the “Life in Nature” unit of the 1st, 2nd and 3rd grade Life Studies Curriculum. The data obtained in the study were analyzed using content analysis technique, the responses of the students were examined in depth, tabulated using descriptions and supported by direct quotations from the views of the primary school students. According to the findings obtained as a result of the research, it was determined that primary school students attach importance to the plants and trees around them and have behaviors to protect them. Students want to have green and large playgrounds, parks, gardens, woodlands and areas where they can live with plants and animals in their city. Students think that it is important to have plants and trees in the city or in their homes from an aesthetic and psychological point of view. A large majority of students stated that they protected plants by giving examples from their own lives with the words “I do not crush, I do not pluck, I do not harm, I warn those who do harm.” The fact that they make emotional statements such as “plants are also living, they are part of our house” suggests that students are sensitive to plants. Students who think people should grow plants to increase sensitivity to plants and trees; they recommended that social responsibility projects should be carried out, school programs should include courses that will give sensitivity to plants and trees, and activities should be carried out.}, number={2}, publisher={Sabri SİDEKLİ}