Little Voices, Big Impact: Exploring Primary School Children’s Perceptions of Zero Waste
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https://doi.org/10.59455/jomes.55Abstract
This fully integrated arts-based mixed methods case study investigated the effectiveness of the Zero Waste Project implemented in a fourth-grade classroom of the lead author at Selçuklu Belediyesi Primary School in Konya, Turkey, focusing on students’ attitudes and behaviors towards sustainability. The study employs a combination of semi-structured interviews, nonverbal communication analysis, analysis of demographic data, and visual content analysis of 107 photographs taken during the project. Four meta-themes emerged from the interviews: Environmental Awareness, Proposed Solutions and Initiatives, Personal Responsibility and Emotional Connection, and Education and Community Involvement. Complementarily, the visual content analysis identified two meta-themes: Sustainability Education and Active Participation. An incidence-based, inter-respondence matrix revealed that Environmental Awareness was the most prevalent meta-theme, with Pollution and Its Impact being the most recognized theme. Conversely, Proposed Solutions and Initiatives emerged as the least prevalent meta-theme, with Role Modeling and Influence as the least recognized theme. Correspondence analyses highlighted significant associations between students’ demographic characteristics and their engagement with specific meta-themes and themes. The study underscores the importance of integrating environmental education into the curriculum through creative expression and community-based activities, particularly within the Turkish, in general, and Konya context, in particular, wherein communal responsibility is a deeply rooted cultural value. The findings also suggest that addressing both the emotional and cognitive aspects of environmental education can enhance students’ engagement with sustainability issues. The article concludes with recommendations for future research to explore the long-term impacts of such programs and the role of technological innovations and nonverbal communication in environmental education.
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