Barçınay Çifci, Chaldanbaeva A. K
ABSTRACT
Currently, youngsters are immersed in the appealing prospects presented by the digital realm; yet, their chances to engage with nature are progressively declining. This circumstance negatively impacts the cultivation of children's environmental consciousness and sensitivity to nature. Childhood is a pivotal phase in which individuals' environmental attitudes are formed. In this setting, enhancing children's engagement with nature and reinforcing their environmental awareness is crucial. This study seeks to investigate how play can improve school-aged children's perceptions of nature and the environment. The influence of nature-themed games, developed through the Project-Based Learning (PBL) methodology, on children's environmental consciousness was evaluated. The study involved 25 third-grade pupils from a primary school in Kocaeli, a city situated along the Marmara Sea in Turkey's Marmara Region. A quasi-experimental approach was utilised, and data were gathered through pre-test and post-test phases. The central hypothesis of the study posits that nature-themed activities will enhance environmental sensitivity among the participants in Kocaeli. Furthermore, it is posited that the PBL technique, by fostering active learning and problem-solving abilities, cultivates children's sensitivity and solution-oriented mindset towards environmental concerns. The data collection instruments comprised the Game Emotion Scale (GES), created by Ayrancı and Aydın (2022). To evaluate emotional reactions to play experiences, qualitative interview instruments gauging parents' frequency of engagement with nature, and observational forms recording children's game preferences. The data were analysed with IBM SPSS software, and descriptive statistical results were illustrated through graphical comparisons. The quantitative results demonstrated that the correlation coefficient for the relationship with nature in Graph 1 (r = 0.89) exceeded that in Graph 2 (r = 0.76). This indicates that nature-based games exhibit a more robust correlation with environmental variables. The Pearson correlation analysis and comparative interpretations provide statistical evidence for the positive influence of play on environmental attitudes. The findings indicate that nature-themed games conducted through interdisciplinary collaborative activities—encompassing Life Sciences, Science, and Play/Free Activity classes—result in notable enhancements in children's environmental perceptions and attitudes, especially within emotional, cognitive, and social spheres. The experimental group had a more significant enhancement in environmental sensitivity than the control group. These findings empirically validate that including nature-based games within a multidisciplinary educational framework significantly enhances children's environmental awareness. Project-based learning (PBL) is a student-centered approach that aims to encourage students to utilize diverse resources based on real-life situations, engage in sustained inquiry, and solve multiple problems by developing a comprehensive project within a specific timeframe. This model fosters students' research, discovery, and critical thinking skills, particularly by supporting higher-order thinking and problem-solving processes, which are 21st-century skills (Zhang & Ma, 2023). The study indicates that including nature-based activities into school curricula can aid youngsters in developing healthy lifestyle habits, enhance their appreciation for nature, and promote their evolution as environmentally aware individuals. The study presents a new educational paradigm designed to restore the connection between humans and nature, laying a significant basis for sustainability for future generations.
