FEN EĞİTİMİNDE ÇEVRE BİLİNCİ ÇALIŞMALARININ İNCELENMESİ: BİR META-ANALİZ VE META-SENTEZ ÇALIŞMASI

Abstract

The aim of this study is to provide a comprehensive overview of the findings from research on environmental awareness in science education, to reveal the knowledge accumulated in this field, examine the impact of science education on environmental awareness, and identify the variables that influence environmental awareness. To achieve this goal, a search was conducted using appropriate keywords in 11 different databases. Based on the inclusion and exclusion criteria, studies on environmentally friendly behavior, environmental knowledge, attitudes toward the environment, environmental awareness, and environmental literacy were obtained. The meta-analysis results revealed that science education had a strong effect on students' environmental knowledge (EB=1.039) and environmental awareness (EB=1.039), while the effects on attitudes toward the environment (EB=0.774), environmentally friendly behavior (EB=0.828), and environmental literacy (EB=0.595) were moderate. According to studies investigating the effect of gender, the impact of science education on environmental knowledge (EB=0.191), environmental awareness (EB=0.217), attitudes toward the environment (EB=0.389), environmentally friendly behavior (EB=0.159), and environmental literacy (EB=0.201) is more pronounced in female students compared to male students. Additionally, according to the meta-synthesis findings, students reported gaining environmental awareness, environmental knowledge, attitudes toward the environment, and environmentally friendly behavior as a result of science lessons containing environmental content. They stated that these lessons were enjoyable, beneficial, and application-oriented, and that they contributed not only to their knowledge but also to their social and personal development.