In recent years, plastic waste has become a major global environmental problem. In the environment, plastic waste slowly degrades into ever smaller particles—microplastics—measuring up to 0.5 millimetres. Research (Hasan Anik et al., 2021; Li et al., 2021; Wright & Kelly, 2017; Zhang et al., 2021) demonstrates that organisms ingest plastic particles, which can accumulate in the gastrointestinal tract and cause mechanical injuries, toxic effects, and endocrine disruptions. Through the food web, microplastics are transmitted to higher trophic levels, ultimately reaching humans. Individual changes in waste management behaviour can be achieved when sustainability literacy is systematically developed throughout the educational vertical. The integration of sustainability-related content into the educational system supports the achievement of the 17 Sustainable Development Goals, fosters the development of critical thinking, and strengthens environmental and social responsibility. The general aims of the chemistry curriculum in primary school encourage students to develop critical thinking regarding environmental pollution and to seek sustainable solutions for its reduction. In this context, it is crucial that teachers adopt innovative teaching approaches that stimulate students’ cognitive engagement and ensure more durable knowledge. One such innovative approach is citizen science, through which students gain insight into scientific research practices (e.g., research design, formulation of research problems, research questions and hypotheses, data collection, analysis, and interpretation) and, on this basis, develop appropriate strategies for addressing environmental issues.
The aim of the research was to design, implement, and evaluate activities using a citizen science approach, as well as an experimental–research workshop related to content on environmental pollution caused by plastic waste in chemistry lessons in the ninth grade of primary school. The effectiveness of the activities was evaluated by comparing differences in students’ learning achievements concerning polymers and polymerisation, the environmental impacts of synthetic polymers, possible sustainable alternatives to synthetic polymers, and waste recycling before and after the workshop. Comparisons were also made of students’ levels of sustainability literacy before and after the workshop, as well as differences in the learning achievements of students with different levels of sustainability literacy in the immediate and delayed post-tests. Additionally, the study investigated whether students, after participating in the workshop, proposed more sustainable solutions to reduce environmental pollution at both individual and societal levels.
The research employed both quantitative and qualitative approaches. The quantitative approach utilised descriptive and causal–non-experimental methods. The qualitative approach was based on a content analysis of students’ written responses to questions in the booklet My Green Diary. The sample consisted of 128 ninth-grade students from two primary schools in the Savinja region. The research was conducted in three phases. In the first phase, students completed My Green Diary, in which they monitored their habits for at least ten consecutive days, recorded data on packaging waste in a prepared table, responded to a structured essay-type question on solutions for reducing environmental pollution, completed a sustainability literacy questionnaire, and took a pre-test of knowledge. In the second phase, the experimental–research workshop on plastic waste pollution was optimised and implemented. Students then completed a knowledge test, a sustainability literacy questionnaire, and answered three structured essay-type questions with the same content as in the first phase. In the third phase, three weeks later, they completed a delayed post-test identical to the previous knowledge test. Data were collected and analysed using SPSS.
The results showed progress in students’ learning achievements concerning polymers and polymerisation, the environmental impacts of synthetic polymers, possible sustainable alternatives to synthetic polymers, and waste recycling after the workshop. No statistically significant differences were found between students’ performance on the immediate and delayed post-tests, confirming the durability of the acquired knowledge. An increase in students’ sustainability literacy was also observed after the workshop. Statistically significant differences in learning achievements were identified between students with low and medium sustainability literacy, and between those with high and low sustainability literacy, in both the immediate and delayed post-tests. However, no significant differences were observed between students with medium and high sustainability literacy. These findings indicate that the level of sustainability literacy influences learning outcomes, confirming that stronger integration of chemical knowledge with sustainability-related content contributes to the advancement of sustainability literacy. The qualitative content analysis of students’ responses to discussion questions revealed that, prior to the workshop, they primarily suggested short-term solutions for reducing environmental pollution, whereas after the workshop, their reflections were expanded with longer-term, more sustainable solutions.
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