This study examines the associations between participation in recycling-based STEM activities and secondary school students’ STEAM attitudes, recycling-related behaviours, and design thinking skills. A nested mixed-methods design was employed. The quantitative part used a one-group pre-test–post-test experimental design with 32 students, while the qualitative part included semi-structured interviews with 7 students selected through criterion sampling. Data were collected using a STEAM attitude scale, an attitude towards recycling scale, a design thinking scale and an interview form. Paired-samples t-tests were conducted for quantitative analyses, and the interview data were examined using content analysis. Statistically significant increases were observed from pre-test to post-test in students’ STEAM attitudes, recycling-related behaviours, and design thinking skills following participation in the recycling-based STEM activities. Qualitative findings indicated that students described coping with challenges in the design process by using problem-solving strategies and collaborating with peers. They also reported perceived increases in self-efficacy, creativity, and understanding of interdisciplinary (STEM) approaches. In addition, students reported greater awareness and described changes in recycling-related behaviours. Overall, the findings suggest that integrating recycling into STEM education may be associated with sustainability-oriented behaviours and higher-order thinking skills among secondary school students.
KARAKUYU et al. (Tue,) studied this question.