The impact and role of museum-based environmental education on the environmental attitudes of primary school students

Creative Commons License

Taş Ş., Gül S.

OXFORD REVIEW OF EDUCATION, ss.1-21, 2026 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1080/03054985.2026.2733096
  • Dergi Adı: OXFORD REVIEW OF EDUCATION
  • Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Political Science Database (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO), Agricultural & Environmental Science Database, Social Sciences Citation Index (SSCI), Periodicals Index Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, EBSCO Education Source, Public Affairs Index
  • Sayfa Sayıları: ss.1-21
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Ondokuz Mayıs Üniversitesi Adresli: Evet

Özet

This study investigates the impact of a museum-based environ mental education programme (MEEP) on the environmental atti tudes of fourth-grade students in Türkiye during the 2025–26 academic year. Using a mixed-methods design, the research inte grated qualitative data to explain quantitative results obtained from 33 students. Quantitative data were collected via the Environmental Attitude Scale, and reliability was confirmed with Cronbach’s alpha coefficients (α = .79 and α = .82). Due to the non- normal distribution, the Wilcoxon signed-rank test was utilised for analysis, while qualitative data were processed through content analysis. The results showed statistically significant improvements in students’ environmental attitudes across all dimensions (p < .05). Qualitative findings suggest these changes were driven by stu dents’ ability to compare environmental contexts, develop empa thy, and expand awareness to their social environments. Ultimately, the study concludes that museum-based learning, when supported by appropriate pedagogical structuring, offers a powerful, multi dimensional platform for effective environmental education.