The effect of educational activities for primary school children on knowledge, attitude and permanence regarding nature conservation skills

This research aims to determine the effects of nature conservation-based life science teaching activities for 3rd grade primary school students on the students' nature conservation life skills. The research aims to evaluate the students' academic knowledge on life skills of protecting nature in the life sciences course, the permanence of this knowledge in the learning process, and their attitudes towards the environment. This research was conducted in two public primary schools in the city center of Isparta, affiliated with the Ministry of National Education, during a seven-week period in the 2022-2023 academic year. In the research, the first stage consists of: in the quantitative section, the pretest-posttest control group design, which is one of the quasi-experimental designs, constitutes the second stage; In the process of supporting the quantitative findings with qualitative data, a mixed design in which exploratory sequential design was used together was preferred. While using the Personal Information Form, Environmental Protection Knowledge Test and Environmental Attitude Scale in the quantitative data collection process, to obtain qualitative data, semi-structured interviews with students were used. The research was conducted on a total of 79 students at the 3rd grade level. While the experimental group includes 40 students, there are 39 students in the control group. During the research, Environmental Protection Knowledge Test, the Environmental Protection Knowledge Permanence Test, Environmental Attitude Scale and Semi-Structured Interview Form for Nature-Based Life Science Teaching Activities were used as data collection tools. During the implementation phase of the research, Environmental Protection Knowledge Test and Environmental Attitude Scale were applied to all groups as a pre-test. Later, while the Educational Activities were carried out in the experimental groups, the control groups participated in the teaching activities of the life sciences course on nature conservation life skills using the Current Teaching Method in accordance with the program prepared by the Ministry of National Education, Board of Education and Discipline. The implementation of the research was completed in a period of seven weeks, and then the Environmental Protection Knowledge Test and the Environmental Attitude Scale were re-administered to all groups simultaneously as a final test. Additionally, at the end of the application process, the "Semi-Structured Interview Form for Nature-Based Life Science Teaching Activities" was applied to the students in the experimental group. The researcher was an observer in the experimental and control groups throughout the application. Four weeks after the last test application, the Environmental Protection Knowledge Test was re-applied to all groups and used as the Environmental Protection Knowledge Permanence Test in order to evaluate the permanence of environmental protection knowledge. The data obtained was analyzed by transferring it to statistical programs. Descriptive statistics, MANCOVA and ANCOVA (analysis of covariance) were used in the analysis of the quantitative data obtained from the research. To test the hypotheses, MANCOVA and ANCOVA analyses were performed, respectively. Then, the content analysis method was used to analyze the qualitative data. The MANCOVA analysis results showed that Educational Activities had a significant effect on the collective Environmental Protection Knowledge Post-Test, Environmental Protection Knowledge Retention Test and Environmental Attitude Scale Post-Test scores. The ANCOVA analysis results revealed that the Environmental Protection Knowledge Post-Test, Environmental Protection Knowledge Permanence Test and Environmental Attitude Scale Post-Test scores of the experimental groups in which Educational Activities were used increased significantly compared to the control groups. The findings obtained from the qualitative data of the research also supported the quantitative data. Evaluating the quantitative and qualitative findings together allowed the research to be further deepened. Accordingly, it was concluded that the program consisting of nature conservation awareness activities carried out in addition to the Life Sciences Course Curriculum significantly increased the knowledge, permanence and attitude of primary school students towards nature conservation awareness. In the recommendations section of the research, the study was concluded by emphasizing what can be done in practices and academic studies to develop awareness of nature conservation, which is an important element of life science teaching.