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ÖzBu araştırmanın amacı ortaokul öğrencilerinin, çevre okuryazarlığı alt boyutlarının farklı değişken-ler açısından incelenmesidir. Çalışmanın örneklemi Düzce ve Bartın illerinde yer alan toplam 8 okuldan seçilmiştir. Çevre okuryazarlığına ait alt boyutların düzeyini belirlemek için bilgi testi, davranış, tutum ve duyuşsal eğilim ölçekleri kullanılmıştır. Ayrıca öğrencilerin demografik özel-liklerinin belirlenmesi için kişisel bilgi formundan yararlanılmıştır. 713 öğrenciye uygulanan anketlerden elde edilen veriler SPSS yardımıyla analiz edilmiştir. Çalışma sonucunda ortaokul öğren-cilerinin cinsiyetlerinin çevre okuryazarlığı alt boyutlarından sadece davranış için fark oluştur-duğu, sınıf düzeyinin artmasıyla tüm boyutlar için düzeylerin arttığı görülmüştür. Bunun yanı sıra babası üniversite bitirmiş olan öğrenciler ile anneleri lise mezunu olan öğrencilerin alt boyut puanları diğer mezuniyet derecesine sahip ebeveynlere göre farklılık göstermiştir.Anahtar Kelimeler: Çevre okuryazarlığı, bilgi, davranış, tutum, duyuşsal eğilim, çevre eğitimi. Examination of Middle School Students' Sub-Dimensions of Environmental Literacy in Terms of Various Variables AbstractThe aim of this study is to demonstrate middle school students' environmental literacy levels (as a combination of 4 sub-dimension) in terms of different factors. Sample of the study was chosen from 8 schools in Duzce and Bartın cities. In order to determine students' literacy levels 3 scales (behaviour, tendency and attitude) 1 knowledge test were used. Also a ‚personal information form‛ was used to gather information about students' sex, class and parent's education degree. Scale was administered to 713 students and results evaluated by SPSS packet programme with the help of independent t test and one way ANOVA. As result, it is found that sex effect environmental literacy only in behaviours. At higher class levels the points of students are increasing with a meaningful difference. For their parents' education level, students' that have high school graduated mothers and bachelor's degree fathers have higher means than other parents.

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Research shows that conflicts in schools cannot be resolved by constructive and peaceful means and teachers cannot support students sufficiently. To solve this problem, the Negotiation and Peer Mediation Training Program was experimented on the fourth-, fifth-and sixth-grade students in this study aiming to examine the effects of the Negotiation and Peer Mediation Training Program on conflict resolution and problem-solving skills. The study was conducted on 44 students attending the "Children's University" summer school. The research was carried out in the pretest-posttest design without control group. The training program consisting of 18 activities was implemented. The students were subjected to "Conflict Resolution Skills Scale" and "Problem Solving Inventory for Children" before and after the program. The pretest and posttest scores of both instruments total tests and subscales were analyzed with dependent samples t-test. It was observed that the training program was not effective on problem solving but reduced "obliging" and "avoiding" behaviors. Results achieved in the other subscales of the Conflict Resolution Skills Scale were not coherent with the literature. Based on the research results, it can be argued that the Negotiation and Peer Mediation Training mitigated the avoiding and obliging behaviors which do not serve a peaceful resolution.

It is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students’ answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett’s tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL. At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities. Keywords: science learning value, attitude towards science, self-efficacy, learning strategies, classroom activities, structural equation model (SEM).