ABSTRACT

Background

In the study conducted with primary school students, the differences between STEM and STEAM activities and environmental awareness and environmental aesthetics were examined.

Purpose

This study aims to examine the effects of traditional methods, STEM, and STEAM-based activities on primary school fourth-grade students’ environmental awareness. Besides, the extent to which an aesthetic view predicts environmental awareness was also examined.

Sample

In the study, practices were carried out on six fourth grade classes located in the state primary schools in Başakşehir district of Istanbul province, which were selected using the random cluster sampling method.

Design and methods

In the study, a quasi-experimental design with a pretest-posttest control group was used. At the end of the applications, the Environmental Awareness Scale and the Aesthetic View Scale developed by the researchers were applied to the students. As a result of the research, it has been observed that STEM and STEAM-based applications are effective in gaining both environmental awareness and aesthetic perspective, but the traditional method is effective in gaining environmental awareness, but not in gaining an aesthetic view.

Results

According to ANOVA results to determine which application is more effective in gaining environmental awareness and aesthetic perspective, STEM applications are more effective than traditional applications, and STEAM applications are more effective than both traditional and STEM applications. In the regression analysis, it was seen that the aesthetic view explained 22% of the variation in environmental awareness.

Conclusions

According to the results of the study, conveying only environmental knowledge to the students in environmental education may be insufficient to reach the intended goal. To raise environmentally sensitive students, it can be said that in environmental education, attention should be paid to gaining affective behaviours and giving students an aesthetic view and cognitive behaviour.

中文翻译：

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通过 STEM 和 STEAM 教育认识自然界的美学

摘要

背景

在对小学生进行的研究中，研究了 STEM 和 STEAM 活动与环境意识和环境美学之间的差异。

目的

本研究旨在检验传统方法、STEM 和基于 STEAM 的活动对小学四年级学生环境意识的影响。此外，还检查了审美观点在多大程度上预测环境意识。

样本

在这项研究中，对位于伊斯坦布尔省 Başakşehir 区公立小学的六个四年级班级进行了实践，这些班级是使用随机整群抽样方法选择的。

设计与方法

在这项研究中，使用了带有前测-后测控制组的准实验设计。在应用的最后，将研究人员开发的环境意识量表和审美观点量表应用到学生身上。研究结果表明，基于 STEM 和 STEAM 的应用程序在获得环境意识和审美观点方面均有效，但传统方法在获得环境意识方面有效，但在获得审美观点方面无效。

结果

根据方差分析的结果来确定哪种应用程序在获得环境意识和审美视角方面更有效，STEM 应用程序比传统应用程序更有效，而 STEAM 应用程序比传统应用程序和 STEM 应用程序都更有效。在回归分析中，可以看出审美观点解释了 22% 的环境意识变化。

结论

根据研究结果，在环境教育中仅向学生传授环境知识可能不足以达到预期目标。培养环境敏感的学生，可以说在环境教育中，要注重情感行为的获得，培养学生的审美观​​和认知行为。