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

Yıl 2025, Cilt: 13 Sayı: 2, 637 - 663, 24.12.2025

Gözde Bulut , Handan Ürek

https://doi.org/10.52826/mcbuefd.1697475

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.

Etik Beyan

Before collecting the research data within the scope of the research, permission dated 28/02/2023 and numbered E-19928322-108.01-235811 (2023/01 meeting) was obtained from Balıkesir University, Science and Engineering Sciences Ethics Committee and the permission dated 04/10/2023 and numbered 86143955 was obtained from Balıkesir Provincial Directorate of National Education.

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

Yıl 2025, Cilt: 13 Sayı: 2, 637 - 663, 24.12.2025

Gözde Bulut , Handan Ürek

https://doi.org/10.52826/mcbuefd.1697475

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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  • Özbuğutu E., Karahan, S., & Tan, Ç. (2014). Çevre eğitimi ve alternatif yöntemler – literatür taraması [Environmental education and its alternative methods – a literature review]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(25), 393-408.
  • Özbulat, F. (2020). Ortaokul öğrencilerinin öğrenmeye yönelik sorumluluk düzeylerinin ve okul motivasyonlarının incelenmesi [Investigation of learning responsibility levels and school motivations of secondary school students]. [Unpublished master’s thesis]. Sakarya University, Institute of Educational Sciences.
  • Özdemir, O. (2007). Yeni bir çevre eğitimi perspektifi: “Sürdürülebilir gelişme amaçlı eğitim” [A new environmental education perspective: “Education for sustainable development”]. Eğitim ve Bilim, 32(145), 23-39. https://doi.org/10.15390/ES.2007.738
  • Özgel, Z.T., Aydoğdu, M., & Güven Yıldırım, E. (2018). Doğa kampı destekli çevre eğitiminin çevre sorunlarına yönelik farkındalık ve tutuma etkisi [Impact of nature camp-assisted environmental education on awareness and attitude towards environmental problems]. Ihlara Eğitim Araştırmaları Dergisi, 3(2), 90-106.
  • Özgen, N. (2012). Öğretmen adaylarının çevre sorunlarına yönelik tutumları: Türkiye örneği [Teacher candidates’ attitudes towards environmental problems: The example of Turkey]. Kastamonu Eğitim Dergisi, 20(2), 403-422.
  • Papp, Z. (2022). Environmental attitudes, environmental problems and party choice. A large-N comparative study. Political Geography, 97, 102652. https://doi.org/10.1016/j.polgeo.2022.102652
  • Pertiwi, T.U., Oetomo, D., & Sugiharto, B. (2024). The effectiveness of STEM-Project- Based Learning in improving students' environmental literacy abilities. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(2), 476- 485. https://doi.org/10.22219/jpbi.v10i2.33562
  • Redlarski, G., Lewczuk, B., Żak, A., Koncicki, A., Krawczuk, M., Piechocki, J., Jakubiuk, K., Tojza, P., Jaworski, J., Ambroziak, D., Skarbek, A., & Gradolewski, D. (2015). The influence of electromagnetic pollution on living organisms: Historical trends and forecasting changes. BioMed Research International, 2015(1), 234098. http://dx.doi.org/10.1155/2015/234098
  • Sasson, I., & Yehuda, I. (2023). Redesigning the learning environment: Student motivation and personal responsibility for learning. Current Psychology, 42(35), 31251-31262. https://doi.org/10.1007/s12144-022-04140-5
  • Schnittka, C., & Bell, R. (2011). Engineering design and conceptual change in science: Addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33(13), 1861-1887. https://doi.org/10.1080/09500693.2010.529177
  • Schultz, P. (2002). Environmental attitudes and behaviors across cultures. Online Readings in Psychology and Culture, 8(1), 4. https://doi.org/10.9707/2307-0919.1070
  • Sezer, A., & Çoban, O. (2016). Ortaokul öğrencilerinin sorumluluk değeri algıları [Responsibility value perception of secondary school students]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(1), 22-39. https://doi.org/10.29065/usakead.232420
  • Stefanidou, C., Mandrikas, A., Kyriakou, K., Stavrou, I., Boikos, I., & Constantine Skordoulis, C. (2024). Primary students’ views toward STEM education in Greece. Science Education International, 35(2), 85-91. https://doi.org/10.33828/sei.v35.i2.2
  • Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6th Ed.), Boston: Allyn and Bacon.
  • Tadena, M.T.G., & Salic-Hairulla, M.A. (2021, March). Raising environmental awareness through local-based environmental education in STEM lessons. Journal of Physics: Conference Series, 1835(1), 012092. IOP Publishing. https://doi.org/10.1088/1742-6596/1835/1/012092
  • Tanrıverdi, E. (2021). Çevre konularında uygulanan probleme dayalı STEM etkinliklerinin öğrencilerin ışık kirliliği farkındalıklarına etkisi [The effect of problem-based STEM activities on environmental issues on students' light pollution awareness]. [Unpublished master’s thesis]. Ordu University, Institute of Natural and Applied Sciences.
  • Tramonti, M., Dochshanov, A.M., Fiadotau, M., Gronlund, M., Callaghan, P., Ailincai, A., Marini, B., Joenvaara, S., Maurer, L., & Delle Donne, E. (2024). Game on for climate action: Big game delivers engaging STEM learning. Education Sciences, 14, 893. https://doi.org/10.3390/educsci14080893
  • Tuti, G., & Terzi, S.Y. (2025). TÜBİTAK 4006 bilim fuarları süreçlerinin yürütücü öğretmen görüşlerine göre değerlendirilmesi [Evaluation of TUBİTAK 4006 science fair processes based on the opinions of project coordinator teachers]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 63, 1161-1180. https://doi.org/10.53444/deubefd.1592142
  • Wallner, A., Hunziker, M., & Kienast, F. (2003). Do natural science experiments influence public attitudes towards environmental problems?. Global Environmental Change, 13(3), 185-194. https://doi.org/10.1016/S0959-3780(03)00042-6
  • Wasi, S., Tabrez, S., & Ahmad, M. (2013). Toxicological effects of major environmental pollutants: an overview. Environmental Monitoring and Assessment, 185, 2585-2593. https://doi.org/10.1007/s10661-012-2732-8
  • Widiyanti, E.R., & Suyanto, S. (2025). Does the PBL-STEM model improve students' deductive, inductive, and reasoning skills in biology? JPBI (Jurnal Pendidikan Biologi Indonesia), 11(2), 638-648. https://doi.org/10.22219/jpbi.v11i2.41084
  • Yakar, A. (2017). Potansiyel gelişim alanı bağlamında bir eylem araştırması: öğrenme sorumluluğu, motivasyon ve başarı [An action research in the context of zone of proximal development: learning responsibility, motivation and achievement]. [Unpublished PhD dissertation]. Adnan Menderes University, Institute of Social Sciences.
  • Yakar, A., & Saracaloğlu, A.S. (2017). Öğrenmeye yönelik sorumluluk ölçeği [Scale of responsibility towards learning]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 42, 27-49. https://doi.org/10.21764/efd.41545
  • Yavuz, N. (2020). 5. sınıf fen bilimleri dersi insan ve çevre ünitesinin öğretiminde STEM destekli etkinliklerin öğrencilerin çevre bilincine etkisinin incelenmesi [Investigation of the effect of STEM-supported activities covered in teaching the human and environment subject of the fifth-grade sciences course on students’ environmental awareness]. [Unpublished master’s thesis]. Kastamonu University, Institute of Science.
  • Yıldırım, B. (2021). Teoriden pratiğe STEM eğitimi uygulama kitabı [STEM education from theory to practice application book] (Revised 3rd Edition). Nobel Akademik Yayıncılık.
  • Yıldız, S., Demiray, Ö.Ş.A., Zengin, F.K., & Keçeci, G. (2025). Bilim fuarları: 4006-TÜBITAK bilim fuarları destekleme programına dair öğretmen ve öğrenci görüşleri [Science fairs: Teachers’ and students’ opinions on 4006-TÜBİTAK science fairs supporting program]. Duvar Yayınları. https://www.duvaryayinlari.com/Webkontrol/IcerikYonetimi/Dosyalar/bilim-fuarlari-4006-tubitak-bilim-fuarlari-destekleme-programina-dair-ogretmen-ve-ogrenci-gorusleri_icerik_g4586_B7URWbIU.pdf
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fen Bilgisi Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Gözde Bulut 0000-0002-5087-0130

Handan Ürek 0000-0002-3593-8547

Gönderilme Tarihi 12 Mayıs 2025
Kabul Tarihi 16 Eylül 2025
Yayımlanma Tarihi 24 Aralık 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 2

Kaynak Göster

APA Bulut, G., & Ürek, H. (2025). The Effect of STEM Activities on Seventh-Grade Students’ Attitudes Towards Environmental Problems and Their Learning Responsibilities. Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 637-663. https://doi.org/10.52826/mcbuefd.1697475