asya studies Asya Studies 2602-2877 2602-263X Mehmet Akif KARA 10.31455/asya.1751912 Curriculum Development in Education Science Education STEM Education Eğitimde Program Geliştirme Fen Bilgisi Eğitimi STEM Eğitimi “The Impact of STEAM‑Based Climate Change Education on Middle School Students’ Attitudes” STEAM Tabanlı İklim Değişikliği Eğitiminin Ortaokul Öğrencilerinin Tutumlarına Etkisi https://orcid.org/0000-0001-6012-9488 Kenan Adem ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ https://orcid.org/0009-0002-4132-6616 Öztürk Murat GRADUATE SCHOOL OF EDUCATION 03 31 2026 35 35 56 07 27 2025 03 09 2026 Copyright © 2017, Asya Studies 2017 Asya Studies

This study examines the impact of an eight week STEAM based climate change education program, developed for middle school students, on their attitudes toward STEAM. Conducted in a quasi experimental pretest–posttest control group design, the research involved 60 seventh grade students (30 experimental, 30 control) selected through non random assignment in Bingöl, Türkiye. The experimental group received an integrated STEAM climate education program designed by the researchers, whereas the control group followed the standard environment and climate change course. Data were collected using the STEAM Attitude Scale and analyzed with independent samples t tests and effect size calculations. Findings revealed statistically significant increases in the experimental group’s overall attitude scores (Δ = 23.60, d = 1.24) and across all subscales—science (d = 0.77), technology (d = 0.73), engineering (d = 0.95), arts (d = 0.85), and mathematics (d = 0.58) compared with the control group. The largest effect sizes emerged in the engineering and arts subscales, which incorporated design and arts based activities. In conclusion, interdisciplinary integrated STEAM interventions effectively enhance affective attitudes, although the mathematics component needs to be reinforced through everyday life contexts.

Bu çalışma, ortaokul öğrencilerine yönelik geliştirilen sekiz haftalık STEAM temelli iklim değişikliği eğitim programının, öğrencilerin STEAM’e yönelik tutumları üzerindeki etkisini incelemeyi amaçlamaktadır. Yarı deneysel ön test–son test kontrol gruplu desende yürütülen araştırmaya, Bingöl ilinde rastlantısal olmayan atama yöntemiyle seçilen 60 yedinci sınıf öğrencisi (30 deney, 30 kontrol) katılmıştır. Deney grubuna araştırmacı tarafından hazırlanan bütünleşik STEAM iklim eğitimi, kontrol grubuna ise standart çevre ve iklim değişikliği dersi uygulanmıştır. Veri toplama olarak STEAM Tutum Ölçeği kullanılmıştır. Veriler bağımsız örneklem t testi ve etki büyüklüğü analizleriyle çözümlenmiştir. Bulgular, deney grubunun toplam tutum puanlarında (Δ = 23.60, d = 1.24) ve tüm alt boyutlarda (fen d = 0.77; teknoloji d = 0.73; mühendislik d = 0.95; sanat d = 0.85; matematik d = 0.58) kontrol grubuna göre istatistiksel olarak anlamlı artışlar sergilediğini göstermiştir. En yüksek etki büyüklüğü, tasarım ve sanatsal etkinlikleri içeren mühendislik ve sanat boyutlarında gözlenmiştir. Sonuç olarak, disiplinler arası entegre STEAM uygulamalarının duyuşsal tutum geliştirmede etkili olduğu; ancak matematik bileşeninin günlük yaşam bağlamında güçlendirilmesine ihtiyaç duyduğu belirlenmiştir.

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