ISSN 1303-0485 • eISSN 2148-7561 DOI 10.12738/estp.2015.4.2579 Received | June 14, 2014 Copyright © 2015 EDAM • http://www.estp.com.tr Accepted | March 27, 2015 Educational Sciences: Theory & Practice • 2015 August • 15(4) • 1051-1068 OnlineFirst | August 5, 2015

Development and Implementation of an Instructional for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues* Elif Ozata Yucela Kocaeli University

Muhlis Ozkanb Uludag University

Abstract This study aims to develop an whereby ecosystem, biodiversity, and environmental issues are addressed with a holistic approach that provides more efficient teaching as well as to test the effectiveness of this design. A literature review was carried out and need-assessment was firstly made using the Readiness Test. This review and analysis indicated that an instructional design was needed to achieve a better on ecosystem, biodiversity, and environmental issues. In this regard, two guides in which various methods, techniques, and materials are used were developed for students and teachers on the basis of context-based learning to ensure holistic learning of the ecosystem, biodiversity, and environmental issues. This instructional design was then administered to 165 seventh grade students who formed four experimental groups (N = 82) and four control groups (N = 83) through the non-equivalent control group design, a quasi-experimental design. The achievement test (AT) and environmental attitudes scale (EAS) were administered to the experimental and control group students. Finally, the opinions of the teachers on the teaching process, teaching tools, and materials were obtained by means of the Material Form, while the opinions of students on this topic were obtained by means of the Lesson Evaluation Form. The findings obtained from the AT and ETA showed that there were significant differences between the post-test AT and ETA scores in favor of the experimental groups (p .05). The teachers and students had positive opinions about the instructional design that was developed and implemented by the researcher on the basis of context-based learning. It was concluded that the developed instructional design is more effective in increasing student levels of environmental knowledge and having them develop positive environmental attitudes in comparison to the currently implemented curriculum.

Keywords: Environmental education • Instructional design • Context-based learning • Ecosystem • Biodiversity • Environmental issues

* This study was produced from the doctoral dissertation prepared by Elif ÖZATA YÜCEL under the consultancy of Prof. Muhlis Ozkan in Uludag University Institute of Educational Science (Thesis title: Instructional Design and Application of the Subject of Ecosystem, Biodiversity, and Environmental Problems in the Science Curriculum). a Corresponding author Elif Ozata Yucel (PhD), Department of Elementary Education, Faculty of Education, Kocaeli University, Kocaeli 41380 Turkey Research areas: Environmental education; Science education; Science curriculum Email: [email protected] b Prof. Muhlis Ozkan (PhD) Department of Elementary Education, Faculty of Education, Uludag University, Görükle, Bursa Turkey Email: [email protected] Educational Sciences: Theory & Practice

Ecological problems grow with each passing day. while there are many studies showing that they Therefore, more importance should be attached have inadequate knowledge about them (Atasoy to educational activities about environmental & Ertürk, 2008; Erduran Avcı & Darçın, 2009; subjects and concepts. Education plays a great role Gökdere, 2005; Kuhlemeier, Bergh, & Lagerweij, in implementing national and international policies 1999; Uluçınar Sağır, Aslan, & Cansaran, 2008). for preventing environmental issues and achieving On the other hand, many studies report that their targets aside from determining such policies. students have misconceptions on subjects about the According to Özkan (2008a), all segments of society environment (Adeniyi, 1985; Bell, 1985; Griffiths should be informed about protecting natural & Grant, 1985; Munson, 1994; Özkan, Tekkaya, resources and ensuring environmental sustainability. & Geban, 2004; Özata Yücel & Özkan, 2015), have Moreover, it is reported that if awareness of low of environmental concepts, and fail biodiversity and ecodiversity is not achieved, it will to correctly construct close relations between these not be possible to put the acquired knowledge and concepts in their minds (Özata Yücel & Özkan, conscience into practice (Özkan, 2008b). This being 2015). Kuhlemeier et al. (1999) stated that students the case, environmental education, especially in the do not have adequate, environmentally-responsible early years, is of vital importance for environmental behaviors and Littledyke (2004) mentioned that protection and environmental awareness. It is students fail to comprehend basic ideas and relations evident that providing education on humanity and which would allow them to make knowledge-based their environment will allow the development of judgments on environmental issues. Uluçınar Sağır positive environmental attitudes, environmental et al. (2008) said that students do not take part conscientiousness, and environmental awareness. in environmental activities enough, do not have According to Çepel (2006), environmental education enough awareness of problems in their immediate provides students with environmental ethics, which environment, and fail to propose solutions to these may prevent the emergence of many ecological problems. Aguirre-Bielschowsky, Freeman, and imbalances and environmental issues, and teaches Vass (2012) found out that students cannot see the them to feel conscientiously dutiful and compulsory relationship of environmental problems with human by having them notice their personal responsibilities activities or social events. Such lack of knowledge for the maintenance of an inhabitable environment. and interest among students poses an obstacle to a heightened development of environmental Ecosystem, biodiversity, and environmental awareness (Erdoğan & Uşak, 2009). issues, which are among the basic concepts of environmental education, are covered in the 7th For teachers, the main reasons for these problems grade “Humanity and the Environment” unit are a lack of explanations, examples, materials, and within the Science and Technology Curriculum of activities on this subject, limited opportunities 2005. This curriculum was revised in 2013, and the for trips, observations, and learning through course name was changed to “Science.” The above- experience, student disconnect from natural life, mentioned subjects are still covered within the unpreparedness, and underestimation of the subject 7th grade “Humanity and the Environment” unit. by students since it contains a complex network of The Science Curriculum of 2013 is being put into relationships (Özata Yücel & Özkan, 2014a). In practice gradually. It will start to be implemented addition, mention is also made of deficiencies in the in the 7th grade as of the 2015-2016 academic year quality and scope of environmental education such (Talim ve Terbiye Kurulu Başkanlığı [TTKB], 2013). as course contents not being sufficiently associated Tables 1, 2, and 3 present the objectives associated with the environment, and curricula, and textbook with ecosystem, biodiversity, and environmental contents being unsuitable for the targets and issues, which are three of the subjects covered objectives of environmental education (Atasoy & within the 2005 and 2013 curricula. Ertürk, 2008). The difficulties facing an effective environmental education can be summarized as The literature contains research that shows there are inconsistencies in explanations of the targets and problems with environmental education, which is principles included in curricula, the impossibility expected to play an active role in the development of of carrying out environmental activities due to lack environmental knowledge, positive environmental of materials, and the inexperience of teachers in attitudes, and positive environmental behaviors. environmental education (Gökdere, 2005). There are few studies that indicate students have moderate knowledge of environmental concepts Özsevgeç and Artun (2012) collected teacher and environmental issues (Yurttaş & Sülün, 2010) opinions and determined that the Turkish Science

1052 Ozata Yucel, Ozkan / Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem,... and Technology Curriculum of 2005 contained learned and implemented effectively. Moreover, few objectives on ecosystem, biodiversity, and most of the studies conducted so far have aimed environmental issues, and these objectives were to determine the current situation, but very few complicated. They recommended the development have been experimental or practical studies that of an effective environmental education. Similarly, attempt to eliminate the problems and deficiencies Özata Yücel and Özkan (2014a) collected science that were determined. No study has focused on teacher opinions and highlighted that the new the “Humanity and the Environment” unit or goals and objectives should be added to the the ecosystem, biodiversity, and environmental curriculum for cultivating individuals with a high issues using a holistic approach, and there is no environmental awareness and conscientiousness, instructional design for them. textbooks should be revised in such a way that Instructional design has been defined by different they give more coverage to current scientific researchers in different ways. Hodel (1997) knowledge, and examples from daily life should be defines it as the analysis, design, development, featured. They also emphasized that the learning implementation, and evaluation of any teaching and teaching environment should be enriched with experience. Smith and Regan (1999) define it as the trips, observations, experiments, current news, systematic and reflective process of translating the and various visuals; evaluation activities should principles of learning and instruction into plans drive students to think, question, and search; and for instructional materials, activities, information students should be provided with an opportunity to resources, and evaluation. Fer (2009) defines it as have more interaction with nature so that relevant planning the ways that allow an effective teaching subjects can be learned more effectively and process to guide learning based on the principles of permanently. To Erdoğan and Uşak (2009), even didactics. In brief, instructional design refers to the though various activities are carried out in schools, processes of developing teaching tools, materials, they are not enough to develop environmental and activities on the basis of learning theories in awareness and conscientiousness. Gökdere accordance with the relevant curricula, the learning (2005) stressed that some topics such as natural and teaching, and assessment of learners. environment, energy resources, and environmental pollution should be added to curricula so that Instructional design models allow preparation of students’ cognitive knowledge of environmental an effective instructional design. These models are issues can be improved; such knowledge should be general structures that show the most appropriate provided not only theoretically but also interactively composite of all possible elements concerning the and practically. Tanrıverdi (2009) argued that most conduct of teaching for integrally solving existing objectives included in primary education curricula problems (Şimşek, 2009). The literature contains on the environment are for providing students with many instructional design models such as Gagne, certain knowledge and attitudes yet fail to provide Briggs, and Wagner’s model; Dick, Carey, and Carey’s them with skills, understanding, and values. model; the ADDIE model; Morrison, Ross, and Kemp’s model; the ASSURE model; Keller’s Model It is known that lessons which have effective of Motivational Design (ARCS); Smith and Regan’s plans and drive students to participate, question, model; Seels and Glasgow’s model; and the Universal and think critically increase their knowledge Design Model. Based on the general characteristics of environmental issues while decreasing their and common points of all these instructional design misconceptions (Kahya, 2009; Marinoupoulas models, the instructional design model presented in & Stavridou, 2002; Özkan et al., 2004; Öznacar, Figure 1 was taken as a basis in the present study. 2005). It is also known that the knowledge obtained improves environmental attitudes and increases The present study aims to develop an instructional environmentally responsible behaviors (Atasoy design whereby the ecosystem, biodiversity, and & Ertürk, 2008; Erdoğan, Bahar, & Uşak, 2012; environmental issues covered in the science Yılmaz, Boone, & Anderson, 2004). However, courses are addressed using a holistic approach research shows that the environmental content which provides more efficient teaching, test the and situations for learning that are included in effectiveness of this design, and thus contribute the current curricula implemented in Turkey to the learning of ecosystem, biodiversity, and cannot achieve to high degree. All of the above- environmental issues. mentioned research results indicate a need for an instructional design whereby ecosystem, biodiversity, and environmental issues can be

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Method Developing the Instructional Design for Ecosystem, Biodiversity, and Environmental Issues The model in Figure 1 was developed by the researcher on the basis of the common points Based on the need assessment, it was decided of various instructional design models and was to develop an instructional design for effective used in developing the instructional design. environmental education. The following steps were The instructional design was prepared in three followed in developing it. main steps: need assessment, development of Evaluating and Rearranging the Objectives: The the instructional design, and assessment. Sub- objectives associated with ecosystem, biodiversity, steps were then set for each main step. For need and environmental issues, which are some of the assessment, as stated in Dick, Carey, and Carey’s subjects covered within the scope of the science model, the states of students having difficulty curriculum, were firstly evaluated. Then some of learning and the experiences of teachers were used. these objectives were corrected, and new objectives The instructional design involved technology- for improving student environmental awareness supported materials such as animations and and consciousness were added. The objectives were slides. As emphasized in the ASSURE model, such expressed more clearly (see Tables 1, 2, and 3). materials were checked before use and a measure was taken against any possible problems by Arranging and Textualizing the Content: Sub- preparing a back-up plan. titles were set for each subject on the basis of the objectives. The objectives, and thus the content, were arranged from simple to complex. Then the Need Assessment content was rewritten through enrichment by use of a wide variety of sources in light of the current Need assessment started with a review of the scientific knowledge. Body text was supported with literature about students’ conceptual understanding examples from daily life. In this way, an attempt was of the environment as well as their environmental made to ensure that students associated the content awareness and attitudes. In addition, teacher opinions with daily life, especially their own surroundings. addressed in research from the literature were taken In addition, while the objectives were being set into consideration. Additionally, the readiness of the and textualized, ultimate attention was shown to students was assessed via the developed test. the formation of the objectives in such a way that

Figure 1: The model used for developing the instructional design for ecosystem, biodiversity, and environmental issues.

1054 Ozata Yucel, Ozkan / Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem,... the students could holistically comprehend their the objectives with such visual materials as pictures, surroundings and nature. charts, and tables. Then the activities as well as worksheets and assessment activities about them Determining Teaching Strategies, Methods, and were placed in appropriate places within the text. In Techniques and Developing Activities: By the this way, it was aimed to make the guide serve both nature of the subjects addressed, it was considered as a scientific source and as an implementation that “context-based” learning would be appropriate guide for the students. The teachers’ guide on and effective for having students achieve the the other hand contained the objectives, time to intended learning and of consciousness. be allocated for these objectives, and flowcharts Learning environments which put the students indicating the time and way the activities would be at the center and allowed them to learn by doing carried out. After the guides were prepared, they and experiencing as much as possible were created, were submitted to a biology faculty member and a though the teachers had to be at the center from science and technology teacher for examination. In time to time. All methods and techniques needed in this way, the guides were finalized by the scientific any teaching environment were used (for example, and pedagogical corrections made to them. demonstration and lecturing where the teacher is at the center; problem-solving, doing an experiment, Plot Study and Making Necessary Corrections: The and preparing a poster where students are at the “Humanity and the Environment” unit containing center; question and answer, group work, case, ecosystem, biodiversity, and environmental issues drama, and field trips where teacher and students was planned to be covered in the first four weeks of interact continuously; and so on). Some activities May according to the yearly plan for the 7th grade. were prepared by the researcher while others were The pilot study was conducted between the 12th of developed by using various sources. The activities March and 7th of April, 2012. After that, the following set in association with the objectives are given in corrections were made: Tables 1, 2, and 3. 1. The concept maps and pictures in the student Selecting and Developing Teaching Materials: guide were revised and rearranged, and An approach addressing all of the students’ misspellings were corrected. senses was adopted in selecting and developing 2. Some activities were modified, others were teaching materials. Therefore, written materials removed, and some new activities were added. such as books, posters, and worksheets; visual materials such as photos, figures, charts, and maps; 3. End-of-unit assessment questions were added. auditory materials such as sound recordings; and 4. Time allocated for the activities was evaluated technology-supported materials such as videos, and re-arranged as situations required. slide-shows, and animations were used. 5. Measures were taken against possible problems Developing Assessment Activities: Assessment that could be experienced during the activities activities were planned in such a way that they (For example, the protista was too small to would allow determination of the degree to which see in the microscopic environment so it was students could be provided with the objectives, difficult to achieve a high degree of perception enabling the students to notice and immediately of biodiversity. For that reason, images that eliminate their deficiencies and achieve deep were recorded by microscopes with a greater learning. By this means, assessments throughout magnifying power were used to demonstrate the the process were made to replace result-oriented great diversity of life.) assessment, and an attempt was made to turn the assessment process into a learning process. 6. A table indicating the time to be allocated for The assessment activities were designed in such each subject and matching each objective with a a way that the students’ environmental attitudes, relevant activity was added to the teachers’ guide. behaviors, feelings, and thoughts as well as their conceptual understanding of the environment Data Collection Tools would be shown. The titles of some assessment activities were “Let’s Pose a Question,” “Let’s Create Readiness Test (RT): The RT was prepared to Our Own Ecosystem,” and “If We Were in Charge.” test prior knowledge providing a basis for the “Humanity and the Environment” unit to be covered Preparing Students and Teachers’ Guides: The in the 7th grade. Firstly, a table of specifications was first version of the students’ guide was created by formed on the basis of the objectives associated enriching the body of text formed on the basis of

1055 Educational Sciences: Theory & Practice with ecosystem, biodiversity, and environmental Achievement Test (AT): The AT was developed issues for the 4th, 5th, and 6th grades. The first version for evaluating the cognitive effectiveness of of the RT was prepared based on this table. The the developed instructional design. A table of draft RT was examined by a biology professor and specifications was formed on the basis of the a science teacher in terms of language, scope, and objectives included in the instructional design. The appropriateness to the students’ level. Then the RT draft AT was created by getting the opinions of a was administered to 201 seventh grade students as biology professor and a science teacher. The AT was a pilot study. The test, whose final version contained then administered to 336 eighth grade students as a 20 items, was put into the Test Analysis Program pilot study. The test, whose final version contained (TAP) (Brooks & Johanson, 2003). The Kuder 27 items, was put into the Test Analysis Program - Richardson 20 (KR-20) reliability coefficient (TAP) (Brooks & Johanson, 2003). Its KR-20 calculated by considering the bottom and top 27% reliability coefficient was found to be 0.82. Average was found to be .714. Average item difficulty was item difficulty was found to be .597 and average item found to be .561 and average item discrimination discrimination was found to be 0.487. Every correct was found to be .469. Every correct answer was answer was worth 3.7 points. The lowest score in the worth 5 points. The lowest possible score in the test test could be 0 while the highest score could be 100. could be 0 while the highest score could be 100.

Table 1 The Objectives and Activities Associated with Ecosystem Proposed and Included in Curricula Curriculum 2005 Curriculum 2013 Proposed/Used in the Study Objectives Activities in the 2013 Objectives Objectives Activities/Experiments/ Curriculum/ Animations Textbook Explaining the Explaining the concepts of Species, habitat, concepts of species, From species to Defining the species, habitat, and population population (Activity) habitat, population, ecosystem concepts of with examples. I am discovering the and ecosystem with Living spaces/ where ecosystem, ecosystem (Activity) Explaining the concept of examples. is the habitat? species, habitat, The elements of the ecosystem. Different and population ecosystem (Power Point) Explaining the ecosystems/forest and giving Discussing the continuously Relations in the relations between ecosystem examples. working and interdependent ecosystem (Concept living organisms in Let’s compete in the order of an ecosystem. map) an ecosystem with food web Exemplifying the living and non- Does difference in one another and Who eats who? living elements of an ecosystem. color of light have any with non-living Relations between influence on the growth elements. species of plants? (Experiment) Making guesses Exemplifying species that may Rainfall forecast based about the life that exist in different ecosystems. on annual tree rings may exist in different (Observation)* ecosystems Exemplifying relations in an Food relations among ecosystem. species (Video) Food chain and food web Making correct guesses about the (Animation) food chain and food web in an Who lives in the water? environment. (Experiment) Comparing Discussing the possible results Different living spaces ecosystems in terms of extinction of a species in the and their characteristics of the diversity of food chain. (Reading Text) life they contain Desert ecosystem (Video) and climatic Forest ecosystem (Video) characteristics Let’s create our own ecosystem (Activity) Let’s compare ecosystems (Activity) Let’s pose a question *Activity added after implementation.

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Table 2 The Objectives and Activities Associated with Biodiversity Proposed and Included in Curricula Curriculum 2005 Curriculum 2013 Proposed/Used in the Study Objectives in the Activities in the Objectives Objectives Activities/Experiments/ Curriculum 2005 Curriculum/ Animations Textbook Questioning the Noticing biodiversity in the importance of biodiversity ecosystem. for natural life. Different trees have Discussing the factors Noticing the biodiversity different leaves threatening biodiversity and richness of species in (Observation) based on research data and Turkey. How many different Noticing offering solutions. species are there? (Field biodiversity in the Biodiversity Survey) ecosystem and Exemplifying biodiversity Biodiversity and life Who lives in the soil? highlighting its in Turkey. Searching and (Experiment)* importance. exemplifying plants and Discussing the importance Biodiversity in Turkey animals that have become of biodiversity. (Slide-show) extinct or are in danger of Biodiversity is Explaining that the decrease or extinction both in Turkey important (Activity) disappearance of biodiversity and worldwide. in an ecosystem disrupts the integrity of the ecosystem. Exemplifying the Exemplifying the plants and Let’s make a poster plants and animals animals that are in danger (Activity) that are in danger of extinction both in Turkey Let’s pose a question of extinction both and worldwide. in Turkey and worldwide. Offering Offering suggestions for the suggestions for protection of the plants and the protection of animals that are in danger plants and animals of extinction in Turkey and that are in danger worldwide. of extinction both in Turkey and worldwide. Treating plants Plants and animals Treating plants and animals If we were in charge and animals in the are our friends around fondly. (Drama) area fondly. Let’s love living beings *Activity added after implementation.

Environmental Attitudes Scale (EAS): The change Lesson Evaluation Form (LEF): This form, which in environmental attitudes of the students was consisted of 4 open-ended questions, was created determined through the EAS developed by Özata to obtain the opinions of the experimental-group Yücel and Özkan (2014b). The scale consists of students about how beneficial and amusing they two sub-scales: Behavior and Feeling, Thought, and found their lessons. With this form, student Willingness to Act. The behavior sub-scale which opinion with regard to the three activities they had only one dimension (Cronbach’s alpha = .845) liked most and the three activities they liked least, was a 5-point Likert-type scale (never, rarely, often, the students’ guide that was prepared for them, and usually, and always). The second sub-scale was the conduct of the lessons in comparison to that of also a 5-point scale (I strongly disagree, I slightly previous science lessons were obtained. agree, I agree somewhat, I agree, I strongly agree). It was made up of three dimensions: feeling (7 items, Cronbach’s alpha = .815), thought (8 items; Implementation and Assessment (Process) Cronbach’s alpha = .750), and willingness to act (6 The developed instructional design was implemented items, Cronbach’s alpha = .706). in 16 course hours (4 weeks) as set forth in the Material Evaluation Form (MEF): This form was current curriculum. 12 course hours were allocated created to obtain teachers’ positive and negative to cover the subjects, one week for pretesting, one for opinions about the effectiveness of the students and post-testing, and two to make-up for any time lost teachers’ guides, the clarity of these guides, their due to unforeseen problems. suitability for students, the value of interest for The non-equivalent control group design, a quasi- them, and the time allocated for activities. experimental design, was employed. The instructional design was implemented in 4 schools (two located in

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Table 3 The Objectives and Activities Associated with Environmental Issues Proposed and Included in Curricula Curriculum Curriculum 2005 Proposed/Used in the Study 2013 Activities in the Activities/Experiments/ Objectives Objectives Objectives Curriculum/Textbook Animations Discussing the causes and results of water pollution as well as the Ecological crisis (Video) measures that can be taken. Environmental issues Discussing the causes and results in our region and their of soil pollution as well as the effects (Project work)* measures that can be taken. Water pollution (Activity) The effects of waste in the Collecting and presenting Explaining the causes of air soil (Experiment) information about one of pollution. Air pollution kills (News the environmental issues Our country and our from a Newspaper) in Turkey and worldwide world are in danger Explaining the relationship Dilovası is like Chernobyl then discussing its results. What affects life? How between air pollution and acid (Video) does it affect life? rain, the greenhouse effect, and Let’s measure the acidity of Acid rain ozone-layer depletion. rain water (Experiment) * Let’s solve our Greenhouse effect and problems Discussing the effects of air global warming (Power Ozone layer pollution, acid rain, and ozone- point) depletion/Soil layer depletion on our world and Climate change pollution and erosion its species. (Animation) Let’s protect our Ozzy ozone (Animation) * forests Explaining noise and noise Noise pollution (Activity) Biological weapons sources. Bright night (Reading Let’s put our thinking Discussing the effects of noise on Text) caps on human health. Chernobyl spread map Making inferences (Video) Making suggestions about the about the way an Let’s think (Question- ways noise pollution can be environmental problem answer) * reduced. in the world may affect What can we do? Turkey. Discussing the sources of light ()* pollution and its results. Let’s think, let’s produce ideas (Metaphor)* Discussing the sources of Let’s pose a question radioactive pollution and its results. Offering cooperative Let’s inform authorized solutions for Organizations dealing Offering cooperative solutions for people, let’s solve the environmental issues in with environmental environmental issues in Turkey environmental issue Turkey and worldwide issues in Turkey and and worldwide and participating (Writing a petition to and participating in worldwide in relevant activities. ** authorized people)* relevant activities. Exemplifying the Exemplifying the practices of From Atatürk to us, The walking mansion of practices of Atatürk about Atatürk about environmental From us to the future Atatürk (Reading Text) environmental love. involves of unit the objective the title, a under objectives separate in the curriculum unit contain this Though doesnot issues” environmental of results and the causes “questioning the expression love. *Activity added after implementation. **Objective added after implementation. the city center, one located in an industrial area, and were administered to both the experimental and one located in a rural area). One experimental group control groups as pretests while the AT and EAS and one control group were chosen from each school were administered as a post-test. In addition, after (Table 4). While the instructional design as developed the instructional design was implemented, the LEF by the researcher and the students’ guide as prepared and MEF were administered to the experimental based on the instructional design were used in the group students and teachers respectively. experimental groups, the current curriculum and the student textbook as specified by the Ministry of Table 4 The Schools Included in the Study and the Number of Experimental National Education for Republic of Turkey was used Group and Control Group Students from These Schools in the control groups. School Name Experimental Control Group Group In assessing the development of the instructional School A (industrial area) 7B (N = 18) 7A (N = 19) design, student opinions were obtained in regard to School B (city center) 7A (N = 17) 7C (N = 17) their cognitive development, its influence on their School C (rural area) 7A (N = 17) 7B (N = 22) environmental attitudes, and the conduct of lessons, School D (city center) 7A (N = 30) 7B (N = 25) while teacher opinions were received in regard to N = 82 N = 83 how they found the design. The RT, AT, and EAS experimental control

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Findings Table 5 Average Percentage of Correct Answers for the RT by Subject Need Assessment (N = 176) Ten was the lowest score and 85 was the highest Subject Average correct answer percentage (%) score achieved in the RT that was carried out for Species in the surrounding living 73% determining the cognitive knowledge levels of spaces the students about ecosystem, biodiversity, and Adaptation of species to their 72.7% environmental issues which they had learned in habitats previous years. Of the student scores, 7% ranged Environmental issues in the 55.7% surroundings and the causes of between 0 and 20, 33% were between 25 and 45, these issues 36% were between 45 and 60, 23% between 65 The food chain in a living 47.5% and 80, and 1% between 85 and 100. The average Change undergone by water on 46% score was 48.15. That meant that the students had earth and the water cycle The characteristics and 45% low readiness levels. Table 5 given below indicates classification of species that the correct percentages of answers from the The possible results of losing a 37% students were very low in the answers about “soil ring in the food chain formation, soil types, and intended uses by soil Soil formation, soil types, and 18% type” and “the possible results of losing a ring intended uses by soil type in the food chain”. Imperfection of conceptual General Average 49% understanding is evident in the answers about “the characteristics and classification of living beings,” The Cognitive Achievement Levels and “change undergone by water on earth and the water Environmental Attitudes of Students before and cycle,” and “the food chain in a living space.” The after the Implementation of Instructional Design highest correct-answer percentages were about Improvement in the cognitive achievement levels “species in the surrounding living spaces” and and environmental attitudes of the experimental “adaptation of species to their habitats” (Table 5). group and control group students through the coverage of subjects examined in the present study was evaluated through comparison of the pretest and post-test scores of the groups via the paired samples t-test. Through coverage of the subjects, a statistically significant improvement occurred in the cognitive achievement levels of both the experimental

Table 6 t-Test Results for the Pretest and the Post-test Results of the Experimental Group and Control Group Students Group Test Measure N X ss sd t Pretest 82 40.700 17.4613 AT 81 -12.942* Post-test 82 64.254 19.4705 Pretest 79 3.6768 0.55791 EAS 78 -4.603* Post-test 79 3.8625 0.58882 EAS – Pretest 79 3.5273 0.69815 Experimental 78 -4.002* Group Behavior Post-test 79 3.7850 0.70962 EAS – Feeling, Pretest 79 3.7772 0.61633 Thought, and 78 -3.029* Post-test 79 3.9138 0.65594 Willingness to Act Pretest 83 36.465 13.8578 AT 82 -5.865* Post-test 83 46.317 18.4400 Pretest 82 3.6955 0.50312 EAS 81 -.711 Post-test 82 3.7321 0.61663 EAS – Pretest 82 3.5373 0.63350 Control 81 -1.600 Group Behavior Post-test 82 3.6398 0.75344 EAS – Feeling, Pretest 79 3.8131 0.56583 Thought, and 78 0.495 Post-test 79 3.7836 0.64470 Willingness to Act *p < .01.

1059 Educational Sciences: Theory & Practice group students and the control group students. by use of the already existing instructional design While a significant increase occurred in the scores (x = 48.08). No significant difference was found achieved by the experimental group students in the between the scores achieved by the experimental dimensions of Behavior and Feeling, Thought, and group students and the control group students for

Willingness to Act, as well as the scores achieved in the post-test EAS (F(1-158) = .12; p = .73 > .05). the entire scale measuring environmental attitudes, no significant difference occurred in the case of the control group students (Table 6). Comparison of the Score Differences for the Experimental Group and Control Group on the EAS: As shown in Table 8, the differences between Comparing the Cognitive Achievement Levels the improvement in the environmental attitudes of and Environmental Attitudes of Students After the experimental group students and the control Implementation group students was examined via an independent samples t-test through the calculation of the Comparison of the AT and EAS Post-test Scores differences between the scores they achieved on of the Experimental Group and Control Group the post-test EAS the scores they achieved on the Students: The results of the independent samples pretest EAS (X -X ). The analysis results indicated t-test indicated that there was no significant 2 1 that there was a significant difference in the EAS difference between the cognitive achievement levels scores of the experimental group and control (t = 1.73; p = .86 > .05) and the environmental 163 group (t = 2.28; p = .024 < .05). It was seen that attitudes (t = -.42; p = .678 > .05) of the 159 163 the positive increase in the environmental attitudes experimental group and control group students score of the experimental group students was before the experiment. However, there was a bigger than the environmental attitudes scores of significant difference between the two groups in the control group students. However, no significant terms of readiness (t = 2.77; p = .006 < .05). Since 163 difference was found between the two groups in the the level of readiness could affect achievement and dimension of behavior (t = 1.709; p = .089 > .05). attitude scores after implementation, the RT scores 159 of the students were determined to be covariate and hence the ANCOVA test was carried out. Analyses The Questions which were Answered Correctly were made after it was ensured that the prerequisites at a Low Percentage in the AT: Though the of ANCOVA (normality of the data, independence experimental group students had higher levels of the groups, and homogeneity of regressions, for of cognitive achievement in comparison to the example) were fulfilled. control group students, some questions in the AT ANCOVA results (Table 7) showed that there was were answered correctly at a low percentage. The a significant difference between the average scores questions which were answered correctly at a low achieved by the experimental group and the control percentage were about the living and non-living group students in the post-test AT (F(1-162) = 27.78; p elements of the ecosystem (38%), the effects of = .00 < .05). Based on the results of the post-test AT, the non-living elements of the ecosystem on living the Bonferroni test results demonstrated that the beings (35%), and the results of an increase in the experimental group students (x = 62.47) exposed number of living beings in a particular area (27%). to the instructional design developed by the Only 37% of students were aware of the fact that the researcher had a higher cognitive achievement level number of species in an area does not necessarily mean in comparison to the control group students taught

Table 7 ANCOVA Results for the AT and EAS as Post-tests by Group Test Source of Variance Sum of Squares sd Sum of Squares F RT 10963.254 1 10963.254 37.291 Group 8166.587 1 8166.587 27.778 Post-test AT Error 47626.487 162 293.991 Total 575185.350 165 RT 7.250 1 7.250 22.641 Group .039 1 .039 .123 Post-test EAS Error 50.592 158 .320 Total 2378.596 161

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Table 8

t-Test Results Concerning the EAS Score Differences of the Experimental Group and Control Group (X2-X1) Test Measure N X ss sd t Experimental 79 0.186 0.3586 159 2.281* EAS Score Difference Control 82 0.037 0.4660 Experimental 79 0.258 0.5723 159 1.709 EAS – Behavior Control 82 0.103 0.5797 Experimental 79 0.137 0.4010 156 2.223* EAS – Feeling, Thought, and Willingness to Act Control 79 -0.030 0.5295 * p < .05.

high biodiversity. The students in the experimental by the researcher in the AT (F3-78 = 1.271; p = .29 > group did not achieve a high level of understanding .05) and EAS (F3-78 = .805; p = .50 > .05). In other about biodiversity in a country being part of words, the factor of teacher did not influence biodiversity in the entire world, that conservation of student achievement or attitudes, and there was biodiversity is necessary for the treatment of future no difference between the instructional design diseases, or that a diversity of ecosystems that exists in implementations of the two teachers. a country increases biodiversity. The answers about environmental issues showed Student and the Teacher Opinions about that 54% of the students failed to realize that Instructional Design factories cause soil pollution and plastic waste causes water pollution. Moreover, 50% of the Both of the teachers who were asked to express students had the misconception that acid rain leads their opinions via the MEF stated that the prepared to depletion of the ozone layer. guides were clear, understandable, and appropriate to the levels of the students in terms of language and expression. The teachers thought that the The Ability to Implement Instructional Design activities were consistent with the objectives and by Different Teachers supported the teaching of the subjects. In addition, the teachers said that the pictures, slides, videos, The instructional design was implemented by and so forth used in the activities had been selected the researcher in three of the four experimental from daily life, were interesting and attention- groups. In one of the experimental groups, grabbing, and made learning easy and permanent. the instructional design was implemented by According to the teachers, the students’ guide the science teacher of the students. The scores was entertaining and functioned as a good source achieved by the experimental group going through for the students. The teachers’ statements on this the instructional design implementation by the subject are as follows: science teacher in the post-test AT and post-test EAS were compared with those achieved by the “The texts prepared for the students were very other three experimental groups going through appropriate to the students’ level and clearly the instructional design implementation by the written. The activities were consistent with the researcher through one factor analysis of variance objectives. Both the students and I enjoyed it a (ANOVA) in order to determine whether or not the lot. The videos watched by the students attracted developed instructional design was influenced by their attention and they remembered the videos the factor of teacher. The experimental groups were easily because they were examples from daily life. equivalent in terms of the pretest AT (F3-78 = .551; p The students cooperated during the activities.

= .65 > 0.05), RT (F3-78 = 2.230; p = .09 > .05), and We had an enjoyable and productive ‘Humanity

EAS as pretest (F3-78 = 1.201; p = .32 > .05). ANOVA and the Environment’ unit.” (T1) results concerning the scores achieved in the post- “The guide you prepared was simple, plain, test AT and post-test EAS indicated that there clear, and understandable. The observations was no statistically significant difference between and activities supported the teaching of the the average scores achieved by the experimental subjects and were adequate in terms of content. group going through the instructional design … The pictures, news, and slide-shows were implementation by the science teacher and that very beautiful and attention-grabbing, and they achieved by the other three experimental groups facilitated understanding. (Those which I liked going through instructional design implementation

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most) … The subjects were covered in detail. Of the 72 experimental group students who were There was nothing requiring the students to turn asked to express their opinions via the LEF, 92.3% to a different source for doing research.” (T2) said that there was no activity they did not like. The activity students liked most was biodiversity The negative opinions of the teachers were about observation in the garden (25.2%). It was followed the problem of time and lack of revision in the by watching documentaries or animations on activity sheets. The opinions of the teachers on various ecosystems, environmental issues and their this subject are as follows: effects (20%), and the water and soil pollution “There was a problem of time because several experiment (17%) respectively (Table 9). activities were carried out on some subjects. All 72 experimental group students mentioned There was no other adversity.” (T1) some positive sides of the student guide. On the “Activity sheets separate from the observation other hand, six experimental group students and experiment sheets were not adequate. expressed some negative opinions about the guide Repetition through activity sheets would be (see Table 10). The positive opinions (44.6%) more effective.” (T2) suggested that the student guide was liked and well-prepared (S31, S48, S56, S67). Of the opinions, Table 9 13.4% suggested that the guide was informative and The Activities the Students Liked Most and Least explanatory (S5, S10, S56), and 9.8% suggested that Activity Name The Activities the The Activities the it was visually rich (S31, S48, S62, S67). In addition, Students Liked Students did not Like f* % f* % the students said that the guide was necessary, Biodiversity 34 25.19 - - beneficial, useful (S3), enjoyable (S7, S48, S62, S69), observation in it had nice content and was better than the textbook the garden (S5), the texts and activities were understandable Watching 27 20.00 - - documentaries (S61), and attention-grabbing (S7). Some student and animations opinions are given below: Water and 23 17.04 - - soil pollution “It was a source which we could make perfect use experiment of. Its visual richness made me happy.” (S3) Games played 18 13.33 1 on the computer “It was nicer than the textbook.” (S5) and in the classroom “The manual contained a lot of enjoyable and Examining the 11 8.15 - - attention-grabbing things.” (S7) protozoa culture via microscope “It contained more information than the Biodiversity 5 3.70 - - textbook…” (S10) slide Making the 3 2.22 - - “It was a very well-prepared manual. The pictures poster of helped us understand more.” (S31) the species in danger of “It was a very nice, easy-to-understand and extinction enjoyable manual, and its pictures were quite Let’s create our 2 1.48 1 0.74 own ecosystem clear.” (S48) Talking about 1 0.74 - - “It was so nice. I loved it. The manual helped us animals obtain whatever we wanted and learn whatever Question and 1 0.74 - - answer we had difficulty in.” (S56) Reading texts 1 0.74 - - “… This manual helped me understand better.” Lecturing 0.74 1 (S61) Examples 1 0.74 - - Posing a 1 0.74 1 “… The activities in it were enjoyable. It allowed question covering the subjects in an amusing way.” (S62) Written activities - - 3 2.22 about the book “I think it was a very nice manual. It contained All 7 12.5 - - colorful pages (pictures) and a lot of activities. It None - - 48 92.31 made the people more interested in the lessons.” Void 16 17 (S67) * One student stated more than one activity.

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“I think the lessons were more enjoyable with Table 11 this manual.” (S69). Student Opinions in Comparing the Experiment with Previous Science Lessons Positive Opinion Negative Opinion Table 10 Codes f* % Codes f* % Student Opinions about the Students’ Guide Perfect – nice – 33 36.67 Boring – 6 6.67 Positive Opinion Negative Opinion good sometimes Codes f* % Codes f* % enjoyable and sometimes I liked it – Nice Too many 50 44.64 2 1.78 boring – Well-prepared blanks Enjoyable – 33 36.67 The same – 5 5.55 Instructive Difficult pleasurable both are the – informative – 15 13.39 1 0.89 activities good explanatory I learned better/ 8 8.89 Experiments I understood – Visually rich 11 9.82 should be 1 0.89 beneficial increased My interest 5 5.55 Necessary in the science – beneficial – 10 8.93 Complicated 1 0.89 course increased useful – I liked it more It must be Enjoyable 8 7.14 1 0.89 Total 79 87.78 Total 11 12.2 more colorful * Student answers were evaluated in more than one theme. Nice content 4 3.57 Clear 3 2.68 to previous science lessons (S10, S31, S47) while Better than the 3 2.68 textbook 5.55% stated that the experiment increased their Attention- interest in and fondness of the science course (S18, 2 1.78 grabbing S45, S67). Table 11 shows these findings. Some Total 106 94.64 6 5.36 student opinions on this subject are as follows: * Student answers were evaluated in more than one theme. “It was nicer and much more enjoyable. I learned Of the student opinions about the guide, as can better.” (S 10) be seen in Table 10, 5.% were negative. A third of “I was not bored at all. I did more experiments these negative opinions suggested that the guide and was engaged in the lessons more.” (S18) contained too many blanks. Apart from that, “Our lessons used to be very boring. We didn’t one student said that the activities were difficult use to understand anything, but we understood (S32); one student said that experiments should better and enjoyed more in these 3 weeks.” (S31) be increased (S51); one student argued that it was complicated (S68); and one student suggested “I think this three-week period was nice. I did that it should be more colorful (S50). Some of the not use to like the science course at all. However, students’ opinions are as follows: I started to like it in this three-week period.” (S45) “…, some activities were just difficult, I think.” (32) “We did not have any slides or similar things in previous science lessons. These kinds of things “… In short, it had a nice content, but the blanks make me enjoy lessons and understand better…” on the back page were redundant.” (S47) (S47) “… To be honest, I did not detect any serious “I already liked the science lessons, but I started deficiency. However, it could have been more to like it more. I think it was beneficial.” (S67) colorful.” (S50) 6.7% of the students said that the lessons were “It was good, but it would have been better if sometimes boring and sometimes enjoyable there had been some more experiments…” (S51) (S4, S34, S69) while 5.5% said that both the “It was somewhat complicated, but good.” (S68) previous lessons and the lessons involving the Comparing the experiment they went through implementation of the new instructional design with their previous science lessons, 36.67% of were equally good (S16, S53), as shown in Table 11. the students said that the experiment was better Some student opinions are as follows: or nicer than previous science lessons (S10, S45), “It was nice. It was sometimes enjoyable and and 36.67% said that they enjoyed it more (S10, sometimes boring.” (S4) S18, S31, S47). 8.89% of the students stated that “It was very good, but our previous lessons were they understood and learned better in comparison very good, too.” (S16)

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“It was only boring today.” (S34) design and some arrangements were made because the percentage of correct answers by the experimental “There was not a big difference. We just watched group students were not satisfactory for some more slides, went out, and did experiments.” (S53) questions even though they were higher than those of “It was more boring than the previous lessons.” the control group students. In this way, both teachers (S69) were provided with alternative activities and the instructional design was made to serve the purpose better (Tables 1, 2, and 3). Although whether or not Discussion any difference occurred between the experimental This study aimed to develop an instructional design and control groups was often investigated in studies allowing students to learn ecosystem, biodiversity, and in the literature, no rearrangement was made on the environmental issues effectively and permanently. activities or instructional that were created, Firstly, the RT and need-assessment on the basis of especially when experimental group students were literature were carried out. The scores achieved from more successful. In this sense, the present study is the RT indicated that students had more permanent different from other studies. knowledge of the subjects which they could observe The results of the present study, which were and notice concretely in their surroundings, but obtained through the implementation of the did not have permanent knowledge of the more instructional design and contained examples from abstract and theoretically ‘covered’ subjects such daily life as well as many activities for addressing as the possible result of losing a rung in the food the senses of the students, are consistent with chain, the change undergone by water on earth those of the studies in literature. Tarng, Tsai, Lin, and the water cycle, as well as the characteristics and Shiu (2009) attempted to teach biodiversity, and classifications of species. Literature review also environmental pollution, and erosion by creating shows that students have imperfect conceptual a web-based virtual lake for students to discover understanding on these subjects (e.g. Adeniyi, 1985; an ecological lake; Farmer, Knap, and Benton Aguirre-Bielschowsky et al., 2012; Atasoy & Ertürk, (2007) gave one-day environmental education at 2008; Bell, 1985; Erduran Avcı & Darçın, 2009; a national park; Şimşekli (2010) provided some Griffiths & Grant, 1985; Gökdere, 2005; Kuhlemeier unique activities such as group discussion, films, et al., 1999; Munson, 1994; Özata Yücel & Özkan, microscopic examination, and observation in 2015; Özkan et al., 2004; Uluçınar Sağır et al., 2008). the school garden; Güngör (2011) taught the In addition, there are some criticisms in which “Humanity and the Environment” unit to 7th grade it can be argued that the current curricula fail to students via cooperative learning; and Öznacar teach environmental concepts effectively or provide (2005) collectively used different methods such as students with environmental awareness (Atasoy & meaningful learning, project-based learning, and Ertürk, 2008; Gökdere, 2005; Özata Yücel & Özkan, cooperative learning. As all these studies do, the 2014a; Özsevgeç & Artun, 2012; Tanrıverdi, 2009). present study indicates that teaching processes that The results of both RT and the need assessment involve activities addressing more than one of the based on the research in the literature demonstrated students’ senses drive them to think, allow them to that to achieve an effective environmental education, learn by doing and experiencing, and allow them there was a need for an instructional design in which to associate subjects with real life, thus having a the goals and objectives are clear, understandable, positive effect on their cognitive development. and accessible; necessary information is presented In addition, there are some studies whose results completely and accurately; effective teaching support the result of the present study that activities methods, techniques, and various materials are used; based on context-based learning are effective. and students are interested and engaged. Hırça (2012) reports that physics materials built The findings of the present study indicated that the upon context-based learning contribute to the instructional design developed for the teaching permanence of student knowledge. To Acar of ecosystem, biodiversity, and environmental and Yaman (2011), microorganisms are learned issues, some of the basic concepts of ecology and as effectively and permanently through context-based based on the results of the need assessment, made learning. Kutu and Sözbilir (2011) argue the same more contribution to the cognitive development thing for chemistry subjects. According to Connel, of students on these subjects in comparison to Fien, Lee, Sykes, and Yencken (1999), students the current curriculum. On the other hand, some regard their personal experiences as the most supportive activities were added to the instructional reliable source of environmental information.

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The findings obtained in the present study through prepared guides indicate that the texts were clear, comparison of the pretest and post-test scores understandable, and appropriate to the levels of the achieved by the students in the EAS show that the students; the activities supported the teaching of the developed instructional design was influential on subjects and there were interesting and attention- the improvement of environmental attitudes as grabbing activities associated with daily life, which well as cognitive achievement. However, while a facilitated learning. These opinions of the students significant difference in scores was found between the and teachers demonstrate that criticisms about experimental and control groups in the dimension of the conduct of lessons set forth in the currently feeling, thought, and willingness to act, no difference implemented curriculum (Atasoy & Ertürk, 2008; was found between the groups in the dimension of Erdoğan & Uşak, 2009; Gökdere, 2005; Özata Yücel behavior (Table 8). These results show that though & Özkan, 2014a; Özsevgeç & Artun, 2012; Tanrıverdi, the increase in the EAS scores of the experimental 2009) were taken into consideration, and deficiencies group students was higher than that in the EAS were corrected while the students’ guides and teachers’ scores of the control group students, the increase guides were being prepared. was not statistically significant for the dimension of The criticism of the teacher who implemented the behavior. Contrary to this, Erdoğan (2011) found developed instructional design in his own class was that ecology-based nature-education curriculum that the vast size of the number of activities caused a created a significant difference in the environmentally time problem. However, the researcher was able to responsible behaviors of middle-school students, but complete the implementation of the design in three no statistically significant increase occurred in their classes as planned. The time problem experienced in environmental knowledge, attitudes, consciousness, the above-mentioned class may have resulted from or willingness to act. In parallel with the present study, personal characteristics of the students, the physical Özdemir (2010) determined that environmental structure of the , or the education curriculum based on out-of-school approach of the teacher to the instructional design. observation and examination activities increased the tendency of students to exhibit environmentally The criticism of the teacher observing the responsible behaviors while Oluk and Özalp (2007) implementation of the instructional design was that found that teaching global warming, ozone layer some activities should have been added for revision. depletion, and acid rain through the problem- However, in the developed instructional design, based learning approach raised the environmental assessment was intended to be made via activities. In consciousness of students. other words, students would not be graded, but their deficiencies would be determined and corrected The present study showed that it was more difficult instantly. These activities mean revision, too. Still, to improve student attitudes and behaviors than to this criticism was taken into account and some new improve their cognitive achievement. Thus, various activities were added to the instructional design. activities whereby the instructional design could These newly added activities not only allowed the promote the environmental attitudes and behaviors students to revisit subjects but also provided teachers of the students were added (Tables 1, 2, and 3). with flexibility in selecting activities. Another important finding of this study is that the The activity which the students liked most was developed instructional design can be implemented “Biodiversity in Our Garden.” This may be because by different teachers, too. No difference was found it could easily be carried out in the school garden, between the achievement levels or attitudes of the outside the ordinary classroom environment. It experimental group students who were taught via concretely presented biodiversity, an abstract concept implementation by the researcher and those of the for the students, and the students liked conducting experimental group students who were taught via activities outdoors. Research in the literature reports implementation by the science teacher. Thus, it can that outdoor activities are found to be interesting be said that explanations, practices, and activities in by students (Erdoğan & Uşak, 2009; Palmberg & the teachers’ guide can be implemented by different Kuru, 2000; Şimşekli, 2010). Other activities that the teachers. students liked most were documentaries, animations, Besides the statistical results obtained in the study, the and the experiment entitled “The Effects of Waste qualitative data that was acquired based on teacher on the Soil.” Tarng et al. (2009) stated that students and student opinions also implies that the developed considered the web-based virtual lake activity, which instructional design is suitable for environmental they had prepared for the exploration of an ecological education. Teacher and student opinions about the lake that was difficult for individual observation,

1065 Educational Sciences: Theory & Practice quite interesting. The students could have found Since students obtain the most reliable and effective documentaries and animations interesting because environmental information through their own they allow abstract subjects which are difficult to be personal experiences, curricula and teaching activities observed through one-on-one observation in daily should involve activities that allow students to know life (such as food relations among living beings, the and be more engaged in nature. Students should be elements of the ecosystem, different ecosystems such provided with an opportunity to visit zoos, living as deserts and forests, and the effects of environmental tree museums, botanical gardens, areas with high pollution) to be made concrete. levels of pollution, and some special living spaces for making one-on-one observations there. The learning Research in the literature reports that one of the and teaching environment should be enriched with sources of environmental information for students trips, observations, experiments, current news, and is media tools such as television, radio, newspaper, various visuals, thereby allowing students to establish and documentaries (Connel et al., 1999; Erdoğan a connection with daily life and interact with the & Uşak, 2009). Thus, it was logical that the useful environment. It should be remembered that the and scientifically reliable tools which could easily immediate surroundings of the school, the school be accessed by students to reach information about garden, and even classroom windows can be used to the subjects and concepts they were interested in examine and observe the environment. Projects are were identified and made part of the lessons. Of the also one of the effective methods that can be used in experimental group students, 93.3% said that the environmental education. The most important thing instructional design contained no activity they did not to consider during the implementation of the activities like. Lecturing, reading texts, and the Q & A practices is that students should take pleasure in doing these which were used to support the activities based on a activities. Teachers should be capable of evaluating traditional method were the activities the students the entire process of teaching concepts, planning the liked least. That shows that it was logical to give process in such a way that students are driven to think, limited coverage to activities which address less of the search, and question, while controlling the process students’ senses, are more disconnected from real life, effectively. In addition, curriculum, which is a tool to or are frequently faced by students in the instructional make students achieve relevant objectives, should be design. However, it does not seem possible to implemented effectively. In this regard, it is important completely give up using these techniques which that teachers know the curriculum very well and be contribute to the construction of the scientific basis of capable of implementing it effectively. knowledge acquired by students through activities and permanence of the awareness that has been created. Teachers should be aware that the improvement of environmental attitudes is more difficult than the improvement of cognitive knowledge and requires Implications a long time. For that reason, the educational process This study showed that activities that are based on real should be moved beyond the classroom and placed life and allow students to gain one-on-one experiences in the daily life of students. are more influential on students’ environmental The last stage of work involving the preparation knowledge and attitudes. Thus, teaching subjects about of instructional material on various subjects and the environment should be designed in such a way concepts, the creation of the students’ guide and that out-of-school activities, visual materials such as teachers’ guide, and the preparation of instructional documentaries and posters, and real life elements such designs is usually the implementation of these as journals, newspapers, and news videos can enrich materials, guides, and designs as well as the evaluation the learning environment; teachers should be provided of their results. However, adding a rearrangement with a wide variety of materials. This may contribute to stage to the research following the stage of evaluation improvement of students’ environmental knowledge may improve the effectiveness of prepared materials, and attitudes. If news and short documentaries about guides, and designs by making research results the environment which are associated with daily life functional and thus making the contributions of these are used as materials, students may understand better researches to the literature stronger. how important environmental issues are and that The model used in the present study for instructional putting what is learned into practice is important. design as developed for the effective teaching of By this means, problems in putting what is learned ecosystem, biodiversity, and environmental issues into practice through attitudes may be overcome. proved to be effective. This instructional design These materials may be conveyed to teachers as a CD model may be used in instructional design works accompanying textbooks or via websites. on different subjects, too.

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