Özet:

Abstract This study aimed to examine the effect of the "Investigation and Evaluation of Environmental Issues and Actions (IEEIA)" model on the environmental literacy levels of secondary school 7th grade students and their conceptual understanding of ecosystem, biodiversity and environmental problems. A pretest-posttest control group quasi-experimental design was used in the study. The study group consists of a total of 46 7th grade students, 23 in the experimental and control groups. In the experimental group, the application was carried out with the IEEIA model, while in the control group, the activities in the textbooks prepared in accordance with the science curriculum (PDKE) were carried out. The Primary School Environmental Literacy Questionnaire (İÇOYA) was applied to both groups before and after the application to evaluate environmental literacy, and the concept test (CT) consisting of 21 open-ended questions prepared by the researchers to evaluate conceptual learning. Comparative quantitative analyzes were used to evaluate environmental literacy, and Abraham et al.'s (1992) comprehension level grouping was used to evaluate the concept test. In the results of working; A significant difference was found in favor of the teaching method based on the IEEIA model on students' environmental literacy. It was found that the success of the experimental group students in learning concepts was higher than the control group, and they made fewer misconceptions in the posttest and increased their level of full understanding. It has been observed that with this application, students see themselves as a part of environmental problems and the actions that need to be taken, and therefore their curiosity, interest and desires increase throughout the application.

Anahtar Kelimeler: