SavedAdd your journal

Journals / Anadolu Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Volume: 10 Issue: 1

A practice-oriented qualitative classroom study on the value of saving in the context of sustainability: the example of the station technique

Oğuzhan Koçak(TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, LİSANSÜSTÜ EĞİTİM ENSTİTÜSÜ)0009-0000-8182-6258
Sedanur Abacı(TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0009-0008-3587-7810
Fadime Seçgin(TOKAT GAZİOSMANPAŞA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-6461-8764
Pages
—
Publication Date
2026-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that students tended to interpret concepts related to saving, recycling, environmental pollution, and sustainable living through a variety of classroom activities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Today, increasing environmental problems, unconscious consumption, the depletion of natural resources, and concerns regarding sustainable living highlight the importance of developing students’ awareness of saving and environmental responsibility from an early age.
📊
Key Findings & Data:The participants consisted of 24 middle school students (13 girls and 11 boys) attending a public middle school in the Black Sea Region of Türkiye.
💡
Conclusion & Impact:The findings indicate that students tended to interpret concepts related to saving, recycling, environmental pollution, and sustainable living through a variety of classroom activities.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Sustainability · Value of Saving · Station Technique

Abstract

Today, increasing environmental problems, unconscious consumption, the depletion of natural resources, and concerns regarding sustainable living highlight the importance of developing students’ awareness of saving and environmental responsibility from an early age. In this context, the social studies course is an important area of learning for sustainability and values education. This study aims to examine how middle school students interpret the concepts of saving, the environment, and sustainability through station-technique-based activities implemented in the social studies course, explore their learning experiences during this process, and investigate how they relate the value of saving to daily life. The study was conducted using a practice-oriented qualitative classroom research design. The participants consisted of 24 middle school students (13 girls and 11 boys) attending a public middle school in the Black Sea Region of Türkiye. Participants were selected through convenience sampling, a purposive sampling method. Data were collected through student products, teacher observation forms, and process evaluation forms, and were analyzed using content analysis. The findings indicate that students tended to interpret concepts related to saving, recycling, environmental pollution, and sustainable living through a variety of classroom activities. Student products and process evaluation findings indicate that students associated environmental problems with examples from daily life, developed environmental awareness, and used expressions of responsibility regarding saving behaviors. Observation findings suggest that students displayed participation, cooperation, and interaction during the activity. However, these findings should not be directly interpreted as evidence of permanent behavioral change. Overall, the findings suggest that station technique-based activities may provide a practice-oriented learning environment that supports students’ participation, awareness, and meaning-making processes within the context of sustainability-based values education.

🔖

Cite This Article

Koçak, O., Abacı, S., Seçgin, F. (2026). A practice-oriented qualitative classroom study on the value of saving in the context of sustainability: the example of the station technique. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, Volume: 10 Issue: 1. https://doi.org/10.34056/aujef.1929772

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (46)

  1. Akın, M. F. (2007). Özdeşlik konusunun öğretiminde yapılandırmacı öğrenme yaklaşımının öğrenme ürünlerine etkileri [The effects of the constructivist learning approach on learning outcomes in teaching the subject of identity] (Unpublished master’s thesis). Dicle University, Institute of Science. https://acikerisim.dicle.edu.tr/items/5d71d326-87b1-4f4b-991f-fb05acd1c66c
  2. Akıncı, S., & Seçgin, F. (2026). Değer odaklı sürdürülebilirlik bağlamında ‘ileri dönüşüm’: Ortaokul öğrencilerinin bilgi-beceri gelişimine yönelik atölye süreci deneyimleri. [‘Recycling’ in the context of value-focused sustainability: workshop process experiences of secondary school students for knowledge-skill development] Journal of Anatolian Cultural Research, 10(1), 402-425. https://doi.org/10.63556/ankad.v10i1.348
  3. Alruwaili, A. R., & Templin, M. (2022). Importance of implementing the cooperative learning approach. American Journal of Educational Research, 10(4), 208–211. https://doi.org/10.12691/education-10-4-8
  4. Avcı, H. (2015). İngilizce öğretiminde istasyon tekniği kullanımının akademik başarıya, tutumlara ve kalıcılığa etkisi [The use of station technique in English teaching and its effects on academic achievement, attitudes, and retention] (Unpublished master’s thesis). Fırat University, Institute of Educational Sciences. https://acikerisim.dicle.edu.tr/items/5d71d326-87b1-4f4b-991f-fb05acd1c66c
  5. Batdı, V., & Semerci, D. D. Ç. (2013). Derslerde istasyon tekniği uygulamasının yansıtıcı sorgulaması. [Reflective inquiry of the station teaching method in lessons]. Bartın University Journal of Faculty of Education, 1(1), 190-203. https://izlik.org/JA82NP32WR
  6. Benek, İ. & Kocakaya, S. (2012). İstasyonlarda öğrenme tekniğine yönelik öğrenci görüşleri. [Students’ opinion on learning in stations technique]. Journal of Educational and Instructional Research, 1(3), 8–18.
  7. Demir, M. R. (2008). İstasyonlarda öğrenme modelinin hayat bilgisi dersindeki üst düzey beceri erişisine etkisi [The effect of learning station (center) model to the achievements of high level skills in life studies lessons] (Unpublished master’s thesis). Hacettepe University, Social Sciences Institute.
  8. Demir, R., Kartal, T., Ekici, G., Öztürk, N., & Bozkurt, E. (2011). Station technique: A sample lesson activity on cells. Western Anatolia Journal of Educational Sciences, Special Issue, 383–390. https://acikerisim.sinop.edu.tr/items/4412c1bd-eb8b-4467-a230-b6d33314e84f
  9. Demirel, Ö. (2023). Öğretim ilke ve yöntemleri: Öğretme sanatı. [Teaching principles and methods: The art of teaching]. Pegem.
  10. Demirörs, F. (2007). Lise 1. sınıf öğrencileri için ohm yasası konusunda öğrenme istasyonlarının geliştirilmesi ve uygulanması [The development and application of learning stations on ohm law for the first year highschool students] (Unpublished master’s thesis). Hacettepe University, Institute of Science.
  11. Dere, İ., & Ateş, Y. (2025). Türkiye’de değerler eğitiminde sorunlar: Bir meta sentez çalışması (2012-2025). [Problems in values education in Türkiye: A meta synthesis study (2012-2025)]. Erzincan University Journal of Education Faculty, 27(4), 621-632. https://doi.org/10.17556/erziefd.1757279
  12. Dere, İ. & Demirci-Dölek, E. (2024). Türkiye sosyal bilgiler öğretim programında Birleşmiş Milletler 2030 sürdürülebilir kalkınma amaçları. [The United Nations 2030 sustainable development goals in Türkiye the social studies curriculum]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 24(3), 1813-1837. https://dx.doi.org/10.17240/aibuefd.2024.-1435465.
  13. Dewey, J. (1938). Experience and Education. Macmillan Company.
  14. Dönmez Atılgan, F. (2025). İlkokul 4. sınıf öğrencilerine sevgi değerinin etkinlik temelli öğretim yöntemiyle kazandırılması. [Instilling the value of love in primary school 4th grade students using activity-based teaching method] (Unpublished master’s thesis). Karamanoğlu Mehmetbey University, Institute of Social Sciences.
  15. Duff, P. A. (2007). Qualitative approaches to classroom research with English language learners. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 973–987). Springer. https://doi.org/10.1007/978-0-387-46301-8_65
  16. Erdağı, S. & Önel, A. (2015). İstasyon tekniğinin uygulandığı fen ve teknoloji dersine ilişkin öğrenci görüş ve performanslarının değerlendirilmesi. [Evaluation of student views and performance in science and technology course taught with station technique]. e-Kafkas Journal of Educational Research, 2(1), 28–37.
  17. Ergün, T. & Çobanoğlu, N. (2012). Sürdürülebilir kalkınma ve çevre etiği. [Sustainable development and environmental ethics]. Ankara University Journal of Social Sciences Institute, 3(1), 97-123. https://doi.org/10.1501/sbeder_0000000041
  18. Geier, C. S., & Bogner, F. X. (2011). Learning at workstations. Journal for Educational Research Online, 3(2), 3–14.
  19. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
  20. Kaymak, B., & Tosun, A. (2024). Sosyal bilgiler eğitiminde sürdürülebilirlik ile ilgili yapılan çalışmaların incelenmesi: Bir meta sentez çalışması. [Examination of the studies conducted on sustainability in social studies education: A meta synthesis study]. Trakya Journal of Education, 14(Special Issue), 233-253. https://doi.org/10.24315/tred.1515912
  21. Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press.
  22. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  23. Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  24. Korsacılar, S., & Çalışkan, S. (2015). The effects of life-based instruction and learning stations method on 9th grade physics achievement and retention. Mersin University Journal of the Faculty of Education, 11(2), 385–403. https://doi.org/10.17860/efd.47476
  25. Maden, S., & Durukan, A. (2010). İstasyon tekniğinin yaratıcı yazma becerisi kazandırmaya ve derse karşı tutuma etkisi. [The effects of station technique on creative writing ability and ıits attitudinal effect on Turkish lesson]. Journal of Turkology Research, 28, 299–312. https://izlik.org/JA74XS28NY
  26. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
  27. Ministry of National Education. (2024). Türkiye yüzyılı maarif modeli: Öğretim programları ortak metni. [The Turkish Century Education Model: Common Text on Curriculums]. MoNE Publications.
  28. Ocak, G. (2008). Yöntem ve teknikler. [Methods and techniques]. In G. Ocak (Ed.), Öğretim ilke ve yöntemleri [Teaching principles and methods]. (pp. 212–292). Pegem.
  29. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
  30. Seçgin, F., & Er Tuna, Y. (2022). Etkinlikler yoluyla bağımsızlık sembollerinin ortaokul öğrencilerine kazandırılması: İstiklal Marşı örneği. [Acquisition of the symbols of independence among secondary school students through Activities: The example of the National Anthem]. Journal of History School, 56, 658-684. http://dx.doi.org/10.29228/Joh.57283
  31. Seçgin, F. (2020). Experiences of prospective social studies teachers in project-based values education. Pegem Journal of Education and Instruction, 10(4), 1001-1036.
  32. Seçgin, F. (2024). Sürdürülebilir kalkınma amaçları için değerlere dayalı eğitim: Sosyal bilgiler dersi sürecin neresinde? [Values-based education for sustainable development goals: Where is social studies in the process?].TUBAD, 9(2), 212–228. https://izlik.org/JA83NW86US
  33. Selvi Şenyurt, Y., & Şahin, Ç. (2022). 4. sınıf sosyal bilgiler dersinde istasyon tekniği kullanımının öğrencilerin akademik başarı ve tutumlarına etkisi. [The effect of the use of station technique in the 4th grade social studies lesson on the academic achievement and attitudes of the students]. EDUCATIONE, 1(2), 259–278. https://izlik.org/JA75ZU45TC
  34. Slavin, R. E. (2014). Making cooperative learning powerful. Educational Leadership, 72(2), 22-26.
  35. Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. [Reliability and validity in social and behavioral measurements]. Seçkin.
  36. Tavşancıl, E. & Aslan, A. E. (2001). İçerik analizi ve uygulama örnekleri. [Content analysis and application examples]. Epsilon.
  37. Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1, 195–212. https://doi.org/10.1080/1350462950010206
  38. Türkkahraman, M. (2014). Social values and value education. Procedia – Social and Behavioral Sciences, 116, 633–638. https://doi.org/10.1016/j.sbspro.2014.01.270
  39. United Nations Educational, Scientific and Cultural Organization. (2016). Education for people and planet: Global education monitoring report. UNESCO Publishing.
  40. Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
  41. Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5, 177–186. https://doi.org/10.1177/097340821100500208
  42. World Commission on Environment and Development. (1987). Our common future. Oxford University Press.
  43. Yaramış Karakaya, A., & Cerit, Y. (2025). İstasyon tekniğinin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama düzeylerine etkisi [Thee of the station technique on fourth-grade primary school students’ reading comprehension levels]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 25(4), 2403-2422. https://doi.org/10.17240/aibuefd.2025.-1677013
  44. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. (8th ed.). Seckin.
  45. Dere, İ. & Demirci-Dölek, E. (2024). Türkiye sosyal bilgiler öğretim programında Birleşmiş Milletler 2030 sürdürülebilir kalkınma amaçları. [The United Nations 2030 sustainable development goals in Türkiye the social studies curriculum]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 24(3), 1813-1837. https://dx.doi.org/10.17240/aibuefd.2024.-1435465.
  46. Yaramış Karakaya, A., & Cerit, Y. (2025). İstasyon tekniğinin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama düzeylerine etkisi [Thee of the station technique on fourth-grade primary school students’ reading comprehension levels]. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 25(4), 2403-2422. https://doi.org/10.17240/aibuefd.2025.-1677013