PERCEPTIONS OF PRIMARY SCHOOL 4TH GRADE STUDENTS ABOUT ENVIRONMENTAL PROBLEMS AND ENVIRONMENTAL EDUCATION

Abstract

Environmental problems, which are on the agenda of the whole world recently, have made environmental education compulsory. The gradual decrease of resources, global warming, climate change, environmental problems such as the melting of glaciers, the development of technology, factors such as the more frequent use of ready-made packaged food have allowed environmental pollution and related problems to come to light more frequently. Societies that have adopted that having healthy environmental conditions are a human right have higher levels of development compared to other countries. The most important task in raising individuals who are sensitive to environmental problems falls on primary schools. The aim of this study is to reveal the perceptions of primary school 4th grade students about environmental problems and environmental education. In accordance with this purpose thirty-six primary school 4th grade students were reached and interviewed with a semi-structured interview form. Interview results were analyzed through descriptive analysis. As a result, it has been revealed that the students see the environment as a nature, tree, life, greenery and the world. It has been concluded that there is water scarcity, nature pollution, water pollution and cutting trees is an environmental problem. It has been concluded that as an institution TEMA (Turkish Foundation for Combating Soil Erosion), the Ministry of Environment, Urban Planning and Climate Change, the General Directorate of Forestry, Çevko (Environmental Protection and Packaging Waste Recovery and Recycling Foundation), the Ministry of National Education have a duty to be sensitive to the environment and the whole humanity as a person. In order to solve environmental problems, it has been concluded that people have duties such as saving water, keeping the environment clean, protecting nature, planting trees, collecting garbage after picnic, separating those that will go for recycling, using electricity economically, using electric vehicles instead of gasoline vehicles. Related to the environment, it has been concluded that water related painting competitions were held in schools, trees were planted there were recycling bins and environmental boards were prepared. Regarding environmental education, it has been concluded that trees can be planted in schools, painting, poetry competitions can be organized, water saving can be made, recycling bins can be increased and playgrounds can be made of grass and these are desired to be done.