The effect of environmental-based STEM education on environmental citizenship, environmental attitude, and environmental citizenship knowledge levels of gifted students

This study aims to investigate the effects of Environmental-Based STEM education (E-STEM) on the environmentally responsible citizenship levels of gifted students, their attitudes towards the environment and their environmental citizenship knowledge levels, and their thoughts on the implementation process of E-STEM education. In the research, nested design, one of the mixed methods that allow both quantitative and qualitative methods to be used together, was used. In the quantitative dimension of the research, the quasi-experimental design with a pretest-posttest control group was used, and in the qualitative dimension, a case study was carried out. The study group of the quantitative dimension of the research consisted of 25 secondary school students, 10 of whom were in the experimental group and 15 of whom were in the control group, attending a Science and Art Center (BİLSEM) in Zeytinburnu district of Istanbul, while the qualitative participants were 10 secondary school students in the experimental group. Quantitative data in the research was obtained with an environmentally responsible citizen behaviors scale for primary school students, an environment attitude scale for primary school students and environmental citizenship knowledge test, while qualitative data was collected through observation forms and interview forms.T-test was used in the analysis of the quantitative data obtained, and content analysis techniques were used in the analysis of the qualitative data. In the quantitative findings of the study, it was determined that there was a significant difference in favor of the students in the experimental group in terms of environmentally responsible citizen behaviors, environmental attitudes and environmental citizenship knowledge averages. In the qualitative findings of the research; Opinions emerged that E- STEM Education increases students' awareness of the environment, supports environmental education, makes environmental education fun, and is beneficial in terms of product creation. Participants stated that gifted individuals, unlike other people, have responsibilities towards the environment in terms of being conscious and sensitive to the environment, being economical, and warning people. While suggestions were made for BİLSEM, such as increasing environmental workshops, supporting projects, and adopting an interdisciplinary approach, some students emphasized that environmental education in BİLSEM was sufficient in terms of content and number of courses. Suggestions were made in the context of the research results.