Değerler ile Bütünleştirilmiş Fen Eğitiminin Ortaokul Öğrencilerinin Küresel Vatandaşlık Algılarına Etkisi

Abstract

In an increasingly globalized and interconnected world, it is unrealistic to assume that emerging problems are independent of individuals. Humans and their environment function as parts of a closed system that continuously influence one another. In this context, the traditional knowledge and skills individuals have acquired are no longer sufficient for productive living. Instead, attitudes, perceptions, and values have become more influential than knowledge and skills alone. This study aims to examine the perceptions of global citizenship among 7th-grade middle school students before and after a values-integrated science education process. It specifically investigates the effect of science education enriched with values on students’ perceptions of global citizenship and explores students’ opinions regarding this process. A mixed-methods research design was employed, including a quasi-experimental pre-test–post-test control group design and a case study approach. The study sample consisted of 104 middle school students attending a public school in Sincan, Ankara. Quantitative data analysis revealed a statistically significant relationship between values-integrated science education and students’ perceptions of global citizenship. Qualitative findings further indicate that integrating values into science education contributes positively to students’ affective and behavioral development. The process enhanced students’ environmental and social awareness within the framework of global citizenship, with this awareness reflected in their behaviors and transferred to the family environment. Overall, the study demonstrates that interdisciplinary and values-based approaches are effective in transforming students’ awareness into real-life practices, fostering sustainable living behaviors, and emphasizing that education extends beyond the classroom to influence students’ lifestyles and social relationships.