The Effect of Informal Learning Environment on Learning Wastes and Recycling: The Case of Glass Bead Atelier
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Published
Apr 30, 2025
Abstract
Informal learning supports formal education by facilitating students’ learning and helping them to expand their knowledge outside the classroom. This paper explores the impact of informal learning environments on learning outcomes. This study aims to answer the question ‘How does the use of informal learning environments within the scope of formal learning affect students’ academic achievement and their views on this learning environment?’ Fort is purpose, students were taken to Atelier of Making of Glass Artand Beads in the process of teaching the acquisition of “Explains the importance of recycling and recovery” in the 8th grade Environmental Education and Climate Change course. This trip was made in the exploration phase of the 4E teaching model, one of the student-based models of the constructivist approach. At the end of the learning process, the effect of teaching the acquisition in an informal learning environment on students’ academic achievement and students’ opinions about this environment were examined. A mixed design was adopted in the study. The students participating in the study were selected from a public school in small district of one of the metropole city in Turkiye through purposive-judgmental sampling. Two of the 8th grade classes in the school were randomly selected and 60 students were included in the study, one of which was the experimental group (29) and the other was the control group (31).
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Keywords
Informal Science Education, Informal Learning Environments, 4E Learning Model, Introduction
Supporting Agencies
No funding sources declared.
References
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Akbulut, H.İ, & Çepni, S. (2013). Bir Üniteye Yönelik Başarı Testi Nasıl Geliştirilir?: İlköğretim 7. Sınıf Kuvvet ve Hareket Ünitesine Yönelik Bir Çalışma (How to Develop an Achievement Test for a Unit?: A Study for Grade 7 Force and Motion Unit).
Amasya Üniversitesi Eğitim Fakültesi Dergisi,2(1), 18-44. https://dergipark.org.tr/tr/pub/amauefd/issue/1728/21171
Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış (A General Overview Of Mixed Method Researches). Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21. https://dergipark.org.tr/tr/pub/esosder/issue/6156/82721
Bıyıklı, C.& Yağcı, E. (2014). 5E Öğrenme Modeli’ne Göre Düzenlenmiş Eğitim Durumlarının Bilimsel Süreç Becerilerine Etkisi (The Effect of 5e Learning Model Designed According to Learning Experiences on The Science Process Skills). Ege Eğitim Dergisi,15(1), 45-79. https://doi.org/10.12984/eed.59097
Bonnette, R.N., Crowly, K. & Shunn, C.D. (2019). Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children. International Journal of Science Education. 41(12), 1626-1643. https://doi.org/10.1080/09500693.2019.1623431
Bozdoğan, A.E. & Yalçın, N. (2006). Bilim Merkezlerinin İlköğretim Öğrencilerinin Fene Karşı İlgi Düzeylerinin Değişmesine ve Akademik Başarılarına Etkisi: Enerji Parkı (The Effects Of Science Centers On The Change Of “Science Interest” Levels Of Primary Education Students And On Their Academic Success: Energy Park). Ege Eğitim Dergisi, 7(2), 95-114.
https://dergipark.org.tr/tr/pub/egeefd/issue/4915/67282
Brown, K. (2019). Museums and Local Development: An Introduction to Museums, Sustainability and Well-Being. Museum International,71(3–4), 1-13. https://doi:10.1080/13500775.2019.1702257.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, E., Demirel, F. (2011). Bilimsel Araştırma Yöntemleri (Scientific Research Methods), Ankara: Pegem Publication.
Dawson, E. (2014). Equity in Informal Science Education: Developing an Access and Equity Framework for Science Museums and Science Centres. Studies in Science Education 50(2), 209–247. https://doi:10.1080/03057267.2014.957558
Demirel, R., & Özcan, H. (2020). Ortaokul Öğrencileri ile Bir Okul Dışı Öğrenme Ortamına Alan Gezisi: Tropikal Kelebek Bahçesi Örneği (A Field Trip To An Out-Of-School Learning Environment With Middle School Students: The Case Of Tropical Butterfly Garden). İnformal Ortamlarda Araştırmalar Dergisi, 5(2), 120-144. https://dergipark.org.tr/tr/pub/jrinen/issue/58397/710991
Dere, İ., &Çinikaya, C. (2023). Tiflis Bildirgesi ve BM 2030 Sürdürülebilir Kalkınma Amaçlarının Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programına Yansımaları (Reflections of the Tbilisi Declaration and the UN 2030 Sustainable
Development Goals on the Environmental Education and Climate Change Course Curriculum). OrduÜniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 13(1), 1343-1366. https://doi.org/10.48146/odusobiad.1218188
Dori, Y., & Tal, R. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95–113.https://doi.org/10.1002/(SICI)1098-237X(200001)84::1<95:AID-SCE7>3.0.CO;2-W
Göğebakan, Y. (2008). Sanat Tarihi Öğretiminde Gösteri Yöntemi İle Gezi Gözlem Yönteminin Bilginin Kalıcılığı Açısından Karşılaştırılması-Eski Malatya Ulu Cami Örneği (Comparison of Demonstration Method And Field Trips Method in Teaching Art History in Terms of Retention of Knowledge-The Case of Ulu Cami in Ancient Malatya). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 28(2), 197-221. https://dergipark.org.tr/tr/pub/gefad/issue/6747/90721
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
Güler, E. (2013). İlköğretim 8. sınıf öğrencilerinin çevre okuryazarlığı düzeylerinin belirlenmesi ve öğrencilerin okuryazarlığı düzeylerinin çeşitli değişkenler açısından incelenmesi(The determination of environmental literacy levels of 8th grade students and examination of students’ environmental literacy level in terms of various variables). Master’s thesis, Çukurova University. file:///C:/Users/EGE/Downloads/330166.pdf
Hacker, C. E. & Miller, L. J. (2016). Zoo visitor perceptions, attitudes, and conservation intent after viewing African elephants at the San Diego zoo Safari Park. Zoo Biology. 35, 355–361. https://doi: 10.1002/zoo.21303
Hung, D., Shu-Shing, L. & Lim, K.Y.T. (2012). Teachers as brokers: Bridging formal and informal learning in the 21st century. KEDIJournal of Educational Policy, 9(1), 71-89.
Katırcıoğlu, G. (2019). Okul dışı öğrenme ortamlarının 7. sınıf öğrencilerinin geri dönüşüm konusundaki doğa algısı ve bilinç düzeyine etkisi (The Effects of Out-of-School Learning Environments on Nature Perception and Consciousness Level of 7 th Grade Students on Recycling).Master’s thesis, Pamukkale University.https://gcris.pau.edu.tr/bitstream/11499/26874/1/G%C3%BCll%C3%BC%20Kat%C4%B1rc%C4%B1o%C4%9Flu.pdf
King, P., & Howard, J. (2014). Children’s perceptions of choice in relation to their play at home, in the school playground and at the out-of-school club. Children & Society,28(2), 116–127. https://doi.org/10.1111/j.1099-0860.2012.00455.x
Kulalıgil, A. (2016). Sınıf dışı öğrenme ortamlarında gerçekleşen öğretim uygulamalarının 5. sınıf fen bilimleri dersinde öğrencilerinin akademik başarı, yaratıcılık ve motivasyonlarına etkisi (The Effect of Teaching Practices Occurring in Out-of-Class Teaching Environments on Academic Success, Creativity and Motivation of Fifth Grade Science Class Students). Master’s thesis, Pamukkale University.
https://gcris.pau.edu.tr/bitstream/11499/930/1/Arma%c4%9fan%20Kulal%c4%b1gil.pdf
Milli Eğitim Bakanlığı (2022). Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programı ve Kılavuzu (Ortaokul 6,7 veya 8. sınıflar). Talim Terbiye Kurulu Başkanlığı. Ankara.
Metin, M., & Bozdoğan, A. E. (2020). Fen Bilimleri Dersi Kapsamında Planetaryuma Düzenlenen Bir Gezinin 7. Sınıf Öğrencilerinin Akademik Başarı, İlgi ve Motivasyonuna Etkisi (The Effect of a Trip Organized In Planetarium on Science Course on Academic Success, Interest and Motivation of 7th Year Students). Gazi Eğitim Bilimleri Dergisi,6(2), 240-260.https://dx.doi.org/110.30855/gjes.2020.06.02.004
Görecek Baybars, M. (2017). Determination of Pre-Service Elementary School Teachers’ Views About Out-of-School Learning. Researcher: Social Science Studies, 5(9), 218–229. https://dergipark.org.tr/tr/download/article-file/2151363
Ocak, İ., & Korkmaz, Ç. (2018). An Examination of The Views of Science and Pre-School Teachers on NonFormal Learning Environments. International Journal of Field Education, 4(1), 18-38. https://dergipark.org.tr/tr/download/article-file/492395
Öner, Z., & Güneş, T. (2017). Teachers’ opinions about informal practices conducted as part of the ‘let’s travel and learn about the living world’ unit. International Journal of Social Sciences and Education Research, 3(2), 583-594. https://doi.org/10.24289/ijsser.270662
Özcan, İ., & Kara, Y. (2024). Atıklar ve geri dönüşüm konusunun öğretimine yönelik okul dışı öğrenme etkinliklerinin başarı, kabul ve görüşler üzerine etkisinin araştırılması (Investigation of the Effect of out-of-School Learning Activities for Teaching the Subject of Waste and Recycling on Achievement, Perceptions and Opinions). Journal of Computer and Education Research, 12(23), 184-208. https://doi.org/10.18009/jcer.1409921
Özmen, H. (2008). Öğrenme kuramları ve fen bilimleri öğretimindeki uygulamaları(Learning theories and their applications in science teaching.) Çepni (Ed.), Kuramdan uygulamaya fen ve teknoloji öğretimi (Science and technology teaching from theory to practice) (pp. 33-98). Ankara: Pegem Yayıncılık.
Sellmann, D. & F. X. Bogner (2013). Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment. Environmental Education Research, 19(4), 415–429. https://doi:10.1080/13504622.2012.700696.
Singer, F.M. ve Moscovici, H. (2008). Teaching and learning cycles in a constructivist approach to instruction. Teaching and Teacher Education, 24, 1613-1634.https://doi:10.1016/j.tate.2007.12.002
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1-44. https://doi.org/10.1080/03057260903562284
Türkmen, H. (2010). İnformal (sınıf dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59. https://www.researchgate.net/publication/331320854_Informal_Sinif-Disi_Fen_Bilgisi_Egitimine_Tarihsel_Bakis_Ve_Egitimimize_Entegrasyonu#fullTextFileContent
Türkmen, H., Topkaç, D. D., & Atasayar Yamık, G. (2016). İnformal Öğrenme Ortamlarına Yapılan Gezilerin Canlıların Sınıflandırılması ve Yaşadığımız Çevre Konusunun Öğrenilmesine Etkisi: Tabiat Tarihi Müzesi ve Botanik Bahçesi Örneği (The Effect of Field Trips to Informal Learning Environment on Learning of “Classification of Living Things”: Case of the Natural History Museum and Botanical Garden). Ege Eğitim Dergisi, 17(1), 174-197. https://doi.org/10.12984/eed.20218
Türkmen, H. (2018). İnformal Öğrenme Ortamının Fosiller Konusunun Öğrenilmesine Etkisi: Tabiat Tarihi Müzesi Örneği (The Effect of Informal Learning Environment on The Learning of Fossils: Case of The Natural History Museum). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(3), 137-147. https://doi.org/10.32709/akusosbil.417266
Türkmen, H. (2023). The Impact of Visiting a Recycling Facility on Students’ Meaningful Learning. Pedagogia Jurnal Ilmu Pendidikan 21(2) (2023) 89-102. https://doi.org/10.17509/pdgia.v21i2.52854.
Akbulut, H.İ, & Çepni, S. (2013). Bir Üniteye Yönelik Başarı Testi Nasıl Geliştirilir?: İlköğretim 7. Sınıf Kuvvet ve Hareket Ünitesine Yönelik Bir Çalışma (How to Develop an Achievement Test for a Unit?: A Study for Grade 7 Force and Motion Unit).
Amasya Üniversitesi Eğitim Fakültesi Dergisi,2(1), 18-44. https://dergipark.org.tr/tr/pub/amauefd/issue/1728/21171
Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış (A General Overview Of Mixed Method Researches). Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21. https://dergipark.org.tr/tr/pub/esosder/issue/6156/82721
Bıyıklı, C.& Yağcı, E. (2014). 5E Öğrenme Modeli’ne Göre Düzenlenmiş Eğitim Durumlarının Bilimsel Süreç Becerilerine Etkisi (The Effect of 5e Learning Model Designed According to Learning Experiences on The Science Process Skills). Ege Eğitim Dergisi,15(1), 45-79. https://doi.org/10.12984/eed.59097
Bonnette, R.N., Crowly, K. & Shunn, C.D. (2019). Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children. International Journal of Science Education. 41(12), 1626-1643. https://doi.org/10.1080/09500693.2019.1623431
Bozdoğan, A.E. & Yalçın, N. (2006). Bilim Merkezlerinin İlköğretim Öğrencilerinin Fene Karşı İlgi Düzeylerinin Değişmesine ve Akademik Başarılarına Etkisi: Enerji Parkı (The Effects Of Science Centers On The Change Of “Science Interest” Levels Of Primary Education Students And On Their Academic Success: Energy Park). Ege Eğitim Dergisi, 7(2), 95-114.
https://dergipark.org.tr/tr/pub/egeefd/issue/4915/67282
Brown, K. (2019). Museums and Local Development: An Introduction to Museums, Sustainability and Well-Being. Museum International,71(3–4), 1-13. https://doi:10.1080/13500775.2019.1702257.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, E., Demirel, F. (2011). Bilimsel Araştırma Yöntemleri (Scientific Research Methods), Ankara: Pegem Publication.
Dawson, E. (2014). Equity in Informal Science Education: Developing an Access and Equity Framework for Science Museums and Science Centres. Studies in Science Education 50(2), 209–247. https://doi:10.1080/03057267.2014.957558
Demirel, R., & Özcan, H. (2020). Ortaokul Öğrencileri ile Bir Okul Dışı Öğrenme Ortamına Alan Gezisi: Tropikal Kelebek Bahçesi Örneği (A Field Trip To An Out-Of-School Learning Environment With Middle School Students: The Case Of Tropical Butterfly Garden). İnformal Ortamlarda Araştırmalar Dergisi, 5(2), 120-144. https://dergipark.org.tr/tr/pub/jrinen/issue/58397/710991
Dere, İ., &Çinikaya, C. (2023). Tiflis Bildirgesi ve BM 2030 Sürdürülebilir Kalkınma Amaçlarının Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programına Yansımaları (Reflections of the Tbilisi Declaration and the UN 2030 Sustainable
Development Goals on the Environmental Education and Climate Change Course Curriculum). OrduÜniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 13(1), 1343-1366. https://doi.org/10.48146/odusobiad.1218188
Dori, Y., & Tal, R. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95–113.https://doi.org/10.1002/(SICI)1098-237X(200001)84::1<95:AID-SCE7>3.0.CO;2-W
Göğebakan, Y. (2008). Sanat Tarihi Öğretiminde Gösteri Yöntemi İle Gezi Gözlem Yönteminin Bilginin Kalıcılığı Açısından Karşılaştırılması-Eski Malatya Ulu Cami Örneği (Comparison of Demonstration Method And Field Trips Method in Teaching Art History in Terms of Retention of Knowledge-The Case of Ulu Cami in Ancient Malatya). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 28(2), 197-221. https://dergipark.org.tr/tr/pub/gefad/issue/6747/90721
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
Güler, E. (2013). İlköğretim 8. sınıf öğrencilerinin çevre okuryazarlığı düzeylerinin belirlenmesi ve öğrencilerin okuryazarlığı düzeylerinin çeşitli değişkenler açısından incelenmesi(The determination of environmental literacy levels of 8th grade students and examination of students’ environmental literacy level in terms of various variables). Master’s thesis, Çukurova University. file:///C:/Users/EGE/Downloads/330166.pdf
Hacker, C. E. & Miller, L. J. (2016). Zoo visitor perceptions, attitudes, and conservation intent after viewing African elephants at the San Diego zoo Safari Park. Zoo Biology. 35, 355–361. https://doi: 10.1002/zoo.21303
Hung, D., Shu-Shing, L. & Lim, K.Y.T. (2012). Teachers as brokers: Bridging formal and informal learning in the 21st century. KEDIJournal of Educational Policy, 9(1), 71-89.
Katırcıoğlu, G. (2019). Okul dışı öğrenme ortamlarının 7. sınıf öğrencilerinin geri dönüşüm konusundaki doğa algısı ve bilinç düzeyine etkisi (The Effects of Out-of-School Learning Environments on Nature Perception and Consciousness Level of 7 th Grade Students on Recycling).Master’s thesis, Pamukkale University.https://gcris.pau.edu.tr/bitstream/11499/26874/1/G%C3%BCll%C3%BC%20Kat%C4%B1rc%C4%B1o%C4%9Flu.pdf
King, P., & Howard, J. (2014). Children’s perceptions of choice in relation to their play at home, in the school playground and at the out-of-school club. Children & Society,28(2), 116–127. https://doi.org/10.1111/j.1099-0860.2012.00455.x
Kulalıgil, A. (2016). Sınıf dışı öğrenme ortamlarında gerçekleşen öğretim uygulamalarının 5. sınıf fen bilimleri dersinde öğrencilerinin akademik başarı, yaratıcılık ve motivasyonlarına etkisi (The Effect of Teaching Practices Occurring in Out-of-Class Teaching Environments on Academic Success, Creativity and Motivation of Fifth Grade Science Class Students). Master’s thesis, Pamukkale University.
https://gcris.pau.edu.tr/bitstream/11499/930/1/Arma%c4%9fan%20Kulal%c4%b1gil.pdf
Milli Eğitim Bakanlığı (2022). Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programı ve Kılavuzu (Ortaokul 6,7 veya 8. sınıflar). Talim Terbiye Kurulu Başkanlığı. Ankara.
Metin, M., & Bozdoğan, A. E. (2020). Fen Bilimleri Dersi Kapsamında Planetaryuma Düzenlenen Bir Gezinin 7. Sınıf Öğrencilerinin Akademik Başarı, İlgi ve Motivasyonuna Etkisi (The Effect of a Trip Organized In Planetarium on Science Course on Academic Success, Interest and Motivation of 7th Year Students). Gazi Eğitim Bilimleri Dergisi,6(2), 240-260.https://dx.doi.org/110.30855/gjes.2020.06.02.004
Görecek Baybars, M. (2017). Determination of Pre-Service Elementary School Teachers’ Views About Out-of-School Learning. Researcher: Social Science Studies, 5(9), 218–229. https://dergipark.org.tr/tr/download/article-file/2151363
Ocak, İ., & Korkmaz, Ç. (2018). An Examination of The Views of Science and Pre-School Teachers on NonFormal Learning Environments. International Journal of Field Education, 4(1), 18-38. https://dergipark.org.tr/tr/download/article-file/492395
Öner, Z., & Güneş, T. (2017). Teachers’ opinions about informal practices conducted as part of the ‘let’s travel and learn about the living world’ unit. International Journal of Social Sciences and Education Research, 3(2), 583-594. https://doi.org/10.24289/ijsser.270662
Özcan, İ., & Kara, Y. (2024). Atıklar ve geri dönüşüm konusunun öğretimine yönelik okul dışı öğrenme etkinliklerinin başarı, kabul ve görüşler üzerine etkisinin araştırılması (Investigation of the Effect of out-of-School Learning Activities for Teaching the Subject of Waste and Recycling on Achievement, Perceptions and Opinions). Journal of Computer and Education Research, 12(23), 184-208. https://doi.org/10.18009/jcer.1409921
Özmen, H. (2008). Öğrenme kuramları ve fen bilimleri öğretimindeki uygulamaları(Learning theories and their applications in science teaching.) Çepni (Ed.), Kuramdan uygulamaya fen ve teknoloji öğretimi (Science and technology teaching from theory to practice) (pp. 33-98). Ankara: Pegem Yayıncılık.
Sellmann, D. & F. X. Bogner (2013). Climate Change Education: Quantitatively Assessing the Impact of a Botanical Garden as an Informal Learning Environment. Environmental Education Research, 19(4), 415–429. https://doi:10.1080/13504622.2012.700696.
Singer, F.M. ve Moscovici, H. (2008). Teaching and learning cycles in a constructivist approach to instruction. Teaching and Teacher Education, 24, 1613-1634.https://doi:10.1016/j.tate.2007.12.002
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1-44. https://doi.org/10.1080/03057260903562284
Türkmen, H. (2010). İnformal (sınıf dışı) fen bilgisi eğitimine tarihsel bakış ve eğitimimize entegrasyonu. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 46-59. https://www.researchgate.net/publication/331320854_Informal_Sinif-Disi_Fen_Bilgisi_Egitimine_Tarihsel_Bakis_Ve_Egitimimize_Entegrasyonu#fullTextFileContent
Türkmen, H., Topkaç, D. D., & Atasayar Yamık, G. (2016). İnformal Öğrenme Ortamlarına Yapılan Gezilerin Canlıların Sınıflandırılması ve Yaşadığımız Çevre Konusunun Öğrenilmesine Etkisi: Tabiat Tarihi Müzesi ve Botanik Bahçesi Örneği (The Effect of Field Trips to Informal Learning Environment on Learning of “Classification of Living Things”: Case of the Natural History Museum and Botanical Garden). Ege Eğitim Dergisi, 17(1), 174-197. https://doi.org/10.12984/eed.20218
Türkmen, H. (2018). İnformal Öğrenme Ortamının Fosiller Konusunun Öğrenilmesine Etkisi: Tabiat Tarihi Müzesi Örneği (The Effect of Informal Learning Environment on The Learning of Fossils: Case of The Natural History Museum). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(3), 137-147. https://doi.org/10.32709/akusosbil.417266
Türkmen, H. (2023). The Impact of Visiting a Recycling Facility on Students’ Meaningful Learning. Pedagogia Jurnal Ilmu Pendidikan 21(2) (2023) 89-102. https://doi.org/10.17509/pdgia.v21i2.52854.
How to Cite
Türkmen, H., & Edis , F. N. (2025). The Effect of Informal Learning Environment on Learning Wastes and Recycling: The Case of Glass Bead Atelier. Science Insights Education Frontiers, 27(2), 4477–4499. https://doi.org/10.15354/sief.25.or731
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