A phenomenology study on the experience of environmental education with family participation

The aim of the study is to determine the views of 3rd-grade primary school students and their families regarding the environment and environmental issues, and to examine how they interpret their environmental education experiences. The research was conducted using the phenomenological design, which is one of the qualitative research methods. The participants of the study consist of 3rd-grade primary school students and their families. In the research, it was tried to reveal the participants' experiences regarding the environmental phenomenon by using observation, semi-structured interview, researcher and student diaries, word association test, activities with family participation and photographs created by student products, among the data collection tools. Content analysis was used in the data analysis. The results of the study revealed findings regarding participants' perceptions of the meaning of the term "environment," the nature of environmental problems, their suggestions for preventing these problems, and how they interpreted their experiences with family-involved environmental education. Participants defined the environment as both natural and artificial surroundings along with living beings. They also perceived the environment as a source of entertainment, freedom, and life, and interpreted it as an expression of life, space, and togetherness. According to the participants, the most significant environmental problem is pollution. They are aware of the negative impact of the human factor on environmental issues and identified that animals are most affected by this situation. Participants concluded that environmental problems could be prevented by stopping pollution, recycling waste, using resources efficiently, having people act collectively, and adults serving as role models for children. Participants stated that their awareness and consciousness about the environment and environmental problems increased through their experiences with family-involved environmental education. They gained various experiences, developed perspectives for solving problems, reflected what they learned into their daily lives, contributed to spending quality time, and found it easier to learn.