Abstract
The aim of this study is to investigate the impacts of nature education on the affective tendencies and science curiosities of students. In this study, one group pretest-posttest test design was used. The study group consists of 30 seventh grade students studying in Istanbul, Turkey. In the study, nature education implementations were carried out as 14 activities for five days. Some activities were held in university laboratories, some in trips, and out-of-school settings. The data of the study were collected by the Environment Affect Scale and Children’s Science Curiosity Scale. The quantitative data collected were analyzed with the SPSS program. As a result of this study, it was found that the students' affective tendencies towards the environment improved significantly after the implementation. In addition, it was observed that students' scientific curiosity increased positively.
Highlights
There are many lifelong learning environments where nature education can be taken
Turkey has an important place in the world in terms of flora and fauna, so it is important for individuals to gain environmental awareness
3.1 Results from the Environment Affect Scale After determining that the distribution of the data provided the normality assumption, paired sample T-Test was chosen in the analysis of the data
Summary
There are many lifelong learning environments where nature education can be taken. These environments are family, school, social environment, etc. Observations and experiments can be carried out personally, with particular opportunities for environmental education. There are areas for examples forests, botanical gardens, trial-observation gardens, wetlands, parks, and arboretums. By opening plant samples under these institutions, it informs individuals about the characteristics of these creatures and provides environmental awareness (Şat, 2006). Turkey has an important place in the world in terms of flora and fauna, so it is important for individuals to gain environmental awareness
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