HOW DO GRADE 8 SCHOOL STUDENTS ASSOCIATE TECHNOLOGY WİTH ENVİRONMENTAL PROBLEMS?
The purpose of this study is to find out how Grade 8 school students associate technology with environmental problems. Mixed methods research including both qualitative and quantitative studies has been used in the present research. 135 Grade 8 students constituted the sample. Participants were sele...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/965a57d6bfd4447f83de91db74b61d37 |
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| Sumario: | The purpose of this study is to find out how Grade 8 school students associate technology with environmental problems. Mixed methods research including both qualitative and quantitative studies has been used in the present research. 135 Grade 8 students constituted the sample. Participants were selected from four primary schools located in Bolu. They voluntarily joined the research.The questionnaire titled ‘Technology and Environment Problems’ was prepared by the researchers. The questionnaires have been administered to the participants in normal course conditions. Analysis of the data has been done by researchers and an expert. Second and thirth questions, which are yes-no items, in the questionnaire have been analyzed by Ki-Kare Test. In addition, content analysis has been used in the analyses of open-ended items. Findings show that participants have different views on this issue. For instance, most of the participants considered that technology was the reason of the environment problems. There were also certain participants who thought that these problems could be solved by technology. We also tried to determine possible impact of the gender on the considerations about the relationships between technology and environmental problems. Ki-Kare results showed that there is no any significant relation between genders. Given the present results, we can say that the environment and technology are intertwined in the school students’ minds so a meaningful integration of these dimensions based on students’ preconceptions and reasoning modes may provide better learning outcomes in the cases of technology and environmental education. |
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