Application of an educational model for environmental conscious levels of the primary school students as a consumer during the consumption activities

APPLICATION OF AN EDUCATIONAL MODEL FOR ENVHIONMENTAL CONSCIOUS LEVELS OF THE PRIMARY SCHOOL STUDENTS AS A CONSUMER DURING THE CONSUMPTION ACTIVITIES ABSTRACT This research is made in order to determine the environment conscious levels of primary school students in consumption activities and apply an education model related to this. For this purpose, totaly 115 students are taken into this research in Kırıkkale from the Mehmet Ali Eren Primary School They were tree education groups need is this study face-to-face education (n=39), hand book (n=39) and control groups (n-37). Statistical analysis of this study is done by using t-test, one-way variance analyse and Tukey test. Study is found that; the differences between the groups in the pre test is mainly against the control group while in the last test it is in favor of the face-to-face education group. The difference between the groups have been found unimportant in pre test and important in the last test (p<0.05). When the average scores of the pre test and last test are evaluated separately, it is found that the average score of the last test is higher than the average scores of the pre test and differences between the tests mostly occured in the face-to-face education group. Students in all groups accept people and wastes as the first order component of the environmental pollutioa At the end of the education, all of the face-to-fece education group students answer the Recycling sign truly; environment friend concept is answered at the same ratio in both face-to-face education group and hand book group students. At the end of the education face-to-face education group students are buying a product, they should take care of packing material properties such as environment friendly, recycle and having a deposit. Students have explained that plastic materials and disposable batteries should be preferred, it will be better that the products are IVbought during the shopping, shouldn't be carried in plastic bags. Face-to-face education group students explained the benefits of products having deposit as decreasing the amount of waste, supplying a support in family budget, keeping natural resources and providing energy saving. They clarified those items also in the reasons of preferring the products having deposits. Depending on the point average is ordered from high to low, face-to-face education group, hand book group, and control group students thought that wastes must be put in to waste boxes depending on their types. In all groups, in home waste throwing type more than half of them gave the answer of "we must put a bag into our home waste box. When this box is filled, the top of this bag should be tied strongly, then it must be put into the big waste box in outside". Students didn't find acceptable to shake the things such as carpet, kilim, and tablecloths... etc. from the windows or balcony. Since it makes the neighbours angry also, causes environmental pollution, cleaning can be done by vacuum cleaner. In the last test, students carried out the activities that decrease home solid wastes as; unused materials and clothes can be given to the other people who need them, old breads can be used in making soup, meatbalL..etc, left over fabrics can be used in making different garment, old breads can be. given to the animals, used papers can be used as sketch papers and home wastes can be put in to waste box. The difference in their behaviours students are determined as unused materials and clothes are given to the people who need them, old breads are given to the animals, used papers are used as sketch papers, left over fabrics are used in different product and finally home wastes are put into waste boxes. Key words: Environmental Education, Waste, Recycling.