Investigation of nature perceptions according to the basic skills of primary school students living in rural and urban areas

This study aimed to investigate the nature perceptions of primary school students in rural and urban areas with high and low basic skill levels. The study used to multiple case study method, which is a qualitative method. The "Basic Process Skills Scale Towards Primary Students," adapted into Turkish by Aydoğdu and Karakuş (2015) was used to determine the students who were going to be studied. BPSS was applied to a total of 577 students (398 from urban areas and 179 from rural areas) in the third and fourth grades from seven different primary schools in Ankara and Yozgat provinces. A total of 40 students, 10 students with high basic skill level (HBSL) and 10 students with low basic skill level (LBSL) from rural areas, 10 students with high basic skill level and 10 students with low basic skill level from urban areas, were selected through a descriptive statistical analysis of the data obtained. Semi-structured individual interviews were conducted with selected students. A "Nature Perception Interview Form" was developed by the researcher to be used in these interviews. This form consists of nature, plants, animals, nature pollution and natural resources topics. The obtained data were analyzed by content analysis method, one of the qualitative data analysis methods. The data obtained from individual interviews with the four participating groups formed according to the criteria in the research study were evaluated in the relation to basic skill levels and the region they live in. All student groups explained nature mostly as a living being, the plants and animals mostly as a species, the nature pollution mostly as an area that needs to be cleaned, and the natural resources mostly as renewable resources that can be renewed under certain conditions. The students stated that while spending time in nature, they mostly perform activities that give priority to the individual, while spending time with plants, they mostly perform activities that give priority to plants, while spending time with animals, they mostly perform activities that give priority to animals and individuals, in order to prevent nature pollution, they mostly exhibit area-oriented behaviors, in order to prevent the depletion of natural resources, they mostly exhibit water-related behaviors. The most significant difference between the students' behaviors in nature was that HBSL students prioritized science-based activities compared to those with LBSL. It has emerged that, in general, all groups have positive feelings while spending time with nature, plants and animals, and negative feelings about nature pollution and depletion of natural resources. All of the students expressed ideas about preventing nature pollution. All student groups stated that nature, plants, animals and natural resources are most important for the individual. In addition, students stated that these issues are also important for sustainability. The nature perceptions of HBSL student groups are richer, more inclusive and specific expressions than the nature perceptions of LBSC student groups for both students living in the countryside and those living in the city. Thus, it can be said that students' basic skill levels affect their nature perception.