Fostering Environmental Care Attitudes through the Implementation of the Science-Technology-Society Learning Model in Elementary Schools
DOI:
https://doi.org/10.37251/jouabe.v3i1.3375Keywords:
Elementary School Students, Environmental Care Attitude, Science-Technology-Society, Sustainability Education, Sustainable Development GoalsAbstract
Purpose of the study: This study aimed to investigate the implementation of the Science-Technology-Society learning model and examine its effectiveness in improving environmental care attitudes among elementary school students through contextual learning activities that integrate science concepts, technological applications, and environmental issues encountered in daily life.
Methodology: This study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted across three cycles. The participants were 23 elementary school students in Kampala District, Uganda. Data were collected using environmental care attitude observation sheets and Likert-scale questionnaires. Quantitative data were analyzed using descriptive statistics and percentage calculations, while qualitative data were analyzed following the Miles and Huberman interactive model.
Main Findings: The implementation of the Science-Technology-Society learning model successfully improved students’ environmental care attitudes across all action cycles. The achievement percentage increased from 69.28% in the pre-action stage to 77.79% in Cycle I, 79.71% in Cycle II, and 85.94% in Cycle III. Students demonstrated greater responsibility for waste management, environmental cleanliness, plant maintenance, and environmentally responsible behavior during learning activities and daily school practices.
Novelty/Originality of this study: This study extends previous environmental education research by identifying specific implementation stages of the Science-Technology-Society learning model that foster environmental care attitudes among elementary school students in a developing-country context. The study contributes new evidence on how contextual science learning can support environmental sustainability education and advance the achievement of Sustainable Development Goals through attitude formation at the primary education level.
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