Akademik Veri Yönetim Sistemi
Research in Science and Technological Education, 2025 (SSCI, Scopus)
Background: The integration of Virtual Reality (VR) into education has received increasing attention due to its potential to enhance student engagement and learning. While the 5E learning model provides a structured approach for inquiry-based learning in science education, it is thought that research on the effectiveness of VR in environmental education will contribute to the literature. Purpose: This study examined the impact of integrating virtual reality (VR) applications into the 5E learning model on students’ comprehension of domestic waste and recycling in a seventh-grade middle school science class. The research investigated whether the use of VR in this instructional framework influenced students’ academic performance and their attitudes toward environmental issues. Sample: The study was conducted with a sample of 68 middle school students in Turkey. Design and methods: A quasi-experimental design with a pretest-posttest control group was used. Data collection instruments included an Academic Achievement Test on Domestic Waste and Recycling, an Environmental Attitude Scale, and an Interview Form. Quantitative data were analyzed using independent groups t-tests, while qualitative data were examined through descriptive analysis. Results: Findings suggest that students in the experimental group who received VR-enhanced instruction showed significant improvements in academic achievement compared to the control group. Furthermore, students in the VR-integrated 5E model exhibited more positive environmental attitudes. Qualitative findings indicated that students perceived VR as an effective tool for understanding abstract environmental concepts. Conclusion: The study highlights the potential of VR applications within the 5E learning model to improve students’ academic performance and environmental awareness. Future research should explore the long-term effects of VR-based instruction and its scalability in different educational contexts.