The effect of out-of-school social studies learning on the acquisition of green skills by middle school students

Climate change and human-induced activities are causing environmental problems on a global scale. To address these ecological issues, states, international institutions, organizations, and non-governmental organizations are taking numerous actions. In this context, green skills have gained importance as environmental problems continue to escalate. Green skills encompass the knowledge, abilities, and competencies required to identify and manage environmental issues effectively. This research examines the impact of activities conducted in out-of-school learning environments within the scope of social studies courses on secondary school students' knowledge, awareness, and cognitive structures related to green skills. In this research, the teaching content of green skills designed around the themes of respect for living things (respect for nature and respect for animals), recycling, clean energy and conscious consumer was presented to students by utilising out-of-school learning environments. The research employs a mixed-methods approach, using a nested design. In quantitative part, pretest-posttest single-group experimental design was implemented, while qualitative part utilised phenomenology. The study group comprised 32 seventh-grade students from three different middle schools in Tokat city center during the 2021-2022 academic year. To collect quantitative data, the researcher developed and employed a green skills academic achievement test, a green skills awareness scale, and a word association test. Qualitative data were gathered using green skills semi-structured interview forms and reflective diaries. The quantitative data were analyzed using a t-test, one of the parametric tests, while the qualitative data underwent content analysis. The research findings revealed that out-of-school social studies teaching significantly enhanced students' knowledge and awareness of green skills and supported the development of their cognitive structures. Students demonstrated a deeper understanding of the human-nature relationship, generated solutions to environmental problems, and showed a willingness to take responsibility for environmental issues. In conclusion, the results suggest that out-of-school social studies teaching is an effective approach to promoting pro-environmental behaviors, such as the development of green skills, among middle school students.