Abstract
The aim of the research was to examine the relationship between primary school students’ environmental awareness and basic science process skills based on various variances. Within relational research model, the research was conducted with 332 grade 3 and 4 students. Primary School Environmental Awareness Scale and Basic Skills Scale were used to collect data. Demographic features were employed to determine the students’ educational level, gender and class. In light of the results, the significant relationship between their basic science skills and environmental awareness was detected. A significant difference between the total scores of life in nature and environmental awareness scale was observed in favor of female students. Any significant difference was not found between sub-dimensions and total scores of environmental awareness over class level. The type of school significantly impacted their basic science process skills and level of environmental awareness. The differences which were found were in favor of private schools for both scales. Key words: Environmental awareness, primary school, science process skills.
Highlights
Individuals need to have certain basic skills to get to know the nature, reach existing information, solve the problems that they have in daily life and comprehend the relationships between the humankind and the environment
In the "Prediction" sub-dimension of the Basic Skill Scale, there was not found any significant difference between the "Environmental Responsibility" and "Continuity of Living Creatures" sub-dimensions of the Primary School
The findings of the question (a): “Is there any significant difference in the levels of environmental awareness among primary school students based on the variance of school type?” which is of 1 sub-problem shown in Table
Summary
Individuals need to have certain basic skills to get to know the nature, reach existing information, solve the problems that they have in daily life and comprehend the relationships between the humankind and the environment. Science process skills follow a hierarchy from the simple to the complex (Padilla et al, 1983) These skills are observation, classification, assessment, forming relationships between numbers and space, prediction, recording, using and interpreting data, setting models, inference, hypothesizing and experimentation abilities (Tan and Temiz, 2003). Development of science process skills brings the ability to solve problems in daily life to students (Kazeni, 2005) These skills are seen as skills that are used in preschool educational institutions and primary schools and should be brought to students from this stage. The basic science process skills which are among the skills expected from the students to acquire from preschool and elementary school will form a basis for future complex skills to be acquired They will provide individuals with significant advantages to overcome daily life problems. Life problems include the problems that individuals can face in themselves or their surroundings at any moment (natural or artificial)
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