Özet:

The concerns about the environment and sustainability become more and more sensitive every day. One of the great ideas of the 21st century for the idea of sustainable development in a world with a continuously growing population and limited resources was the concept of green chemistry. The aim of this study is to identify the impact of context-based teaching on the perception of "green chemistry and sustainability" in students and to ensure that students are reinforced by green chemistry applications in concepts such as environmental, environmental and sustainability issues. In the study, the test consisted of 40 questions of the likert type questions 4 was used as a pre-test and final-test. Dependent sampling t test was conducted in order to compare the students' score obtained from the pre- and post-application success test. The findings obtained in the analysis showed that there was a statistically meaningful difference in the students' score in favor of the final test (t(15)= -6.599, p<.05) and that findings showed themselves clearly in the arithmetic average. Having regard to the change in the students' pre-test and final-test scores, it was determined that there was an increase of approximately 39% in favour of the final test. These findings obtained in the study show that the life-based learning method attracts the interest of all students involved in the research, and is successful in developing sustainability and green chemistry awareness.

Özet:

Concerns on environment and sustainability make themselves felt more every day. In a world with continuously increasing population and limited resources one of the greatest ideas in the 21th century has been green chemistry. The aim of this study is to identify the effect of context-based education on students’ perceptions of “green chemistry and sustainability” and ensure that students reinforce the concepts of environment, environmental problems, sustainability and etc. through green chemistry applications. Throughout the research, the 40-question test, made up of quad likert-type questions, was applied as pre-test and post-test. In order to compare the points that the students collected from the pre- and post-application tests, paired students t-test method was used. Findings collected as a result of the analysis have revealed that statistically there is a meaningful difference (t(15)= -6.599, p<.05) between the points collected by the students in support of the post-test and this finding has stood out prominently in the arithmetic means. Looking at the changes of the points collected by students from pre-test to post-test, it is detected that there is a 39% increase in support of the post-test. These findings achieved throughout the study show that context-based learning method attracted all participant students’ interests and is successful in terms of improving students’ awareness of sustainability and green chemistry.

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