How is the Concept of “Environment” Cognitively Structured by Secondary School Students?

Abstract Introduction: The environment, which is the habitat of all living things and contains the natural resources necessary to sustain life, is an issue of vital importance for humanity. Methods: This study was conducted to examine the conceptual structures that form the concept of “environment” in the minds of 8th grade students and to reveal their cognitive understanding and perceptions. The study was conducted in a district located in eastern Türkiye. Results: Although students have a solid understanding of ecological concepts, especially those related to biotic elements, there is a clear need to deepen their awareness of the interconnectedness of environmental components, including abiotic factors and human impacts. Discussion: According to the results obtained from the study, although students have a certain level of conceptual structure, this is not considered sufficient. In addition, the fact that students associate the concept of environment with a narrow group of words suggests that their conceptual structures may be underdeveloped. Limitations: There may be some limitations in this study due to the scope of the study and the sample group. The subject of studying with a larger sample group and different techniques can be investigated. Conclusions: Using active learning strategies can deepen students’ understanding and emotional connection to the environment.