“The Impact of STEAM‑Based Climate Change Education on Middle School Students’ Attitudes”

Yıl 2026, Sayı: 35 , 35 - 56 , 31.03.2026

Adem Kenan , Murat Öztürk

https://doi.org/10.31455/asya.1751912

https://izlik.org/JA74UG24UE

Öz

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.

Anahtar Kelimeler

STEAM , climate change education , attitudes , climate change awareness , STEM , middle school students

STEAM Tabanlı İklim Değişikliği Eğitiminin Ortaokul Öğrencilerinin Tutumlarına Etkisi

https://izlik.org/JA74UG24UE

Öz

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.

Anahtar Kelimeler

STEAM , iklim değişikliği eğitimi , ortaokul öğrencileri , iklim değişikliği farkındalığı , tutum , STEM

Etik Beyan

Bu çalışma, Erzincan Binali Yıldırım Üniversitesi İnsan Araştırmaları Eğitim Bilimleri Etik Kurulu tarafından 28 Haziran 2024 tarihinde karara bağlanmış ve 11/01 kayıt numarası ile onaylanmıştır. Araştırmaya katılan tüm öğrenci ve velilerinden yazılı bilgilendirilmiş onam alınmış; katılımın gönüllülük esasına dayandığı, istedikleri zaman çalışmadan çekilebilecekleri kendilerine açıkça açıklanmıştır. Çalışma süresince elde edilen verilerin gizliliği ve katılımcı mahremiyeti korunmuş; tüm süreçler Helsinki Deklarasyonu’nun etik ilkelerine uygun şekilde yürütülmüştür.

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