Abstract
The aim of this research is to improve environmental awareness in primary school students. For this purpose, the study was carried out within the scope of action research pattern from qualitative research patterns. The study group was determined by selecting easily accessible samples. The study group consisted of second year students attending a state primary school in Gungoren District of Istanbul in the 2018-2019 academic year. The data of the study were obtained by the students’ environmental pictures, observation forms and semi-structured interview forms. The data obtained were analyzed by content analysis. According to the findings of the research, it is determined that students who received environmental education, draw pictures enthusiastically and reflecting environmental awareness, also after interviews students gain awareness toward environment, empathized with nature and draw highly esthetically appreciated pictures.
Highlights
The aim of this research is to improve environmental awareness in primary school students
Individuals with environmental awareness, or who are aware of the impact of environmental problems on society and themselves, are expected to act with regard to the environment in each of their activities while continuing their lives (Gadenne et al, 2009)
Individuals can gains that one could live in harmony with nature and the natural balance concept, develop positive attitudes and values towards the environment, and gain the behaviors required for the solution of environmental problems related with an effective environmental education (Erol & Gezer, 2006; Milton et al, 1995)
Summary
The aim of this research is to improve environmental awareness in primary school students. Individuals can gains that one could live in harmony with nature and the natural balance concept, develop positive attitudes and values towards the environment, and gain the behaviors required for the solution of environmental problems related with an effective environmental education (Erol & Gezer, 2006; Milton et al, 1995). In this respect, the people who can not harm the environment, develop, protect, beautify and reshape need to receive a quality education (Öznacar et al, 2010)
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