The Effect of Environment Oriented Science Activities on Secondary School Students’ Mental Models Related to Garbage, Waste and Recycling

Abstract

The research aimed to identify mental models related to garbage, waste and recycling and to determine the development of students’ mental models following environment-oriented science activities. One-Group Pretest–Posttest experimental design, which is one of the quantitative research methods, was used for the purpose of the research. 14 seventh grade students participated in the research and the research data were collected using open-ended questions. Mental models have been identified by determining the visual and verbal reasoning levels of students on garbage, waste and recycling topics using the developed rubrics. It was determined that the environment-oriented science activities contributed to the development of students’ mental models as well as their visual and verbal reasoning about garbage, waste and recycling. Based on the results obtained, teaching activities aiming to improve the knowledge levels of students studying at different grades on garbage, waste and recycling have been suggested. It was further suggested, at the end of the research, to include more environment-oriented activities in the curriculum of all courses other than science.