The Effect of STEM Activities on Seventh-Grade Students' Attitudes Towards Environmental Problems and Their Learning Responsibilities

Öz

In this study, it is intended to find out the effects of Science, Technology, Engineering, and Mathematics [STEM] based environmental education activities on seventh-grade middle school students’ attitudes towards environmental problems and their learning responsibilities. The study was conducted with 12 students attending a public middle school in a rural area in western Türkiye according to a single group pre-test - post-test model. Data were collected with the "Attitude Scale Towards Environmental Problems" developed by Kılıç and Kan (2020) and the "Scale of Responsibility towards Learning" developed by Yakar and Saracaloğlu (2017). In data analysis, comparisons were made with t-tests for related samples. According to the results, a statistically significant difference was obtained in both the students' attitudes towards environmental problems and their learning responsibilities. In the future, it is recommended that similar studies on environmental education be carried out especially in disadvantaged schools to increase students' awareness levels towards environment and support their learning responsibilities.

Anahtar Kelimeler

• Environmental education
• STEM
• middle school students.

STEM Etkinliklerinin Yedinci Sınıf Öğrencilerinin Çevre Sorunlarına Yönelik Tutumları ile Öğrenme Sorumluluklarına Etkileri

Öz

Bu çalışmada, ortaokul yedinci sınıf öğrencileri için Fen – Teknoloji – Mühendislik – Matematik (STEM) yaklaşımına dayalı çevre eğitimi konulu etkinliklerin öğrencilerin çevre sorunlarına yönelik tutumları ve öğrenmeye yönelik sorumlulukları üzerindeki etkilerini ortaya çıkarmak amaçlanmıştır. Çalışma, Türkiye’nin batısında, kırsal kesimde yer alan bir devlet ortaokuluna devam eden 12 öğrenci ile tek grup ön test–son test modeline göre gerçekleştirilmiştir. Çalışmanın verileri, Kılıç ve Kan (2020) tarafından geliştirilen “Çevre Sorunlarına Yönelik Tutum Ölçeği” ile Yakar ve Saracaloğlu (2017) tarafından geliştirilen “Öğrenmeye Yönelik Sorumluluk Ölçeği” yardımıyla toplanmıştır. Veri analizinde ilişkili örneklemler için t-testi kullanılarak gerekli karşılaştırmalar yapılmıştır. Çalışma sonuçlarına göre öğrencilerin hem çevre sorunlarına yönelik tutumlarında hem de öğrenme sorumluluklarında olumlu yönde istatistiksel açıdan anlamlı bir fark elde edilmiştir. Gelecekte, çevre eğitimi konusunda benzer çalışmaların özellikle dezavantajlı okullarda gerçekleştirilerek öğrencilerin çevreye yönelik farkındalık düzeylerinin artırılması ve öğrenme sorumluluklarının desteklenmesi önerilmektedir.

Anahtar Kelimeler

• Çevre eğitimi
• ortaokul öğrencileri.
• STEM

Kaynakça

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