Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children

Abstract

The current study assessed the effectiveness of an environmental approach-based learning method in developing primary science process skills and enhancing cognitive achievement among children. Utilizing validated instruments, this study involved 62 children who were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The results indicated that the experimental group achieved significantly higher scores on both the science process skills test and the achievement test compared to the control group. Statistical analyses confirmed these differences, demonstrating the superior performance of the experimental group. These findings provide robust evidence of the effectiveness of environmental approach-based learning in improving science process skills and cognitive achievement. It is recommended that early childhood science educators integrate environmental approach-based learning into their science education practices to enhance scientific understanding and engagement among young learners.

1. Introduction

In the contemporary world, societies are increasingly evaluated based on the advancement of their citizens in scientific and technological fields. This evaluation has evolved from a mere metric to a fundamental element reflecting the development and efficacy of a society in addressing its contemporary challenges. In an era where technology permeates every aspect of daily life—from education and communication to work and entertainment—enhancing individuals’ use of technological applications has become crucial. Technological applications not only expedite processes and increase efficiency but also open new avenues for innovation and growth across various domains. Therefore, maximizing the benefits of technology requires equipping individuals with the necessary knowledge and skills to navigate rapid technological changes and ensure sustainable progress [1,2,3].

In this context, science is not merely a collection of fixed facts and theories but rather a dynamic framework that fosters scientific inquiry and knowledge development through methodologies and tools that enhance our understanding and adaptability to evolving challenges [4,5]. Consequently, current discussions in science education increasingly emphasize deepening scientific understanding by developing science process skills. This growing focus reflects a global awareness of the importance of building a strong scientific foundation that enables individuals to interact effectively with their environment [6]. Science curricula aim to promote knowledge acquisition by developing essential and integrative science process skills, including observation, communication, prediction, measurement, counting, and spatial and temporal awareness, as well as creative questioning, logical analysis, experimental design and execution, and systematic data analysis. Mastery of these skills is crucial to understanding scientific concepts and applying them to improve our quality of life and address complex problems [4,7,8,9].

Research indicates that children can engage in accurate scientific thinking through involvement in science processes, and that early exposure to these processes enhances their success in learning science later [10,11,12]. Previous studies [13] have highlighted the necessity of providing high-quality science process experiences to children to build a solid scientific foundation by fostering their skills in research, inquiry, and observation-based exploration during early childhood. As mentioned by Al-Barakat et al. [14], these skills play a crucial role in promoting scientific activities at this stage, preparing children for future scientific studies and establishing a foundation for scientific understanding. Studies also show that science teaching practices based on science processes have positive effects on young children’s science learning, contributing to the development of various skills, such as gross and fine motor skills, scientific vocabulary, receptive and expressive language, science process skills, early mathematical skills, concept development, creativity, school readiness, self-efficacy, attitudes towards science, and motivation [15,16,17,18,19,20].

Moreover, previous research [21,22,23] has demonstrated that science teaching practices in early childhood, which involve providing scientific activities for children to learn through trial and error without fear of making mistakes, contribute to enabling them to apply problem-solving skills that are acquired in these scientific activities to various social contexts. Based on this, earlier studies [4,24,25,26,27,28] emphasize the need for strategies and instructional programs that incorporate science processes into children’s science learning, and which are capable of addressing individual differences among children and their diverse educational needs. This approach allows children to engage in science process practices as a routine part of learning across various domains, such as language, mathematics, social studies, and art.

Furthermore, to ensure that science process practices become an integral part of children’s learning, science education experts [29,30,31] have emphasized the importance of designing programs that actively engage children in practicing science process skills. Such programs aim to make the learning experience more engaging and relevant for children, thereby enhancing their ability to handle future scientific and technological challenges effectively and efficiently [4,32]. These programs contribute to the development of a wide range of practical skills, such as adaptability to rapid changes, creative thinking, and unconventional problem-solving methods.

Nevertheless, a significant research gap exists regarding the integration of science process skills at the early childhood stage. Despite the growing recognition of the importance of teaching science process skills from an early age, research on effective educational strategies in this area remains limited. In particular, studies exploring the effectiveness of the environmental approach as an educational strategy in early childhood are relatively scarce. This highlights a pressing need to investigate how the environmental approach can enhance science process education and contribute more effectively to developing children’s scientific skills.

Global movements to reform science curricula have emphasized the importance of exploring new strategies and educational approaches that enhance the acquisition of science process skills in children. In this context, the environmental approach is considered a promising teaching method and educators are eager to adopt it. It focuses on integrating environmental and interactive experiences into the educational process, contributing to a more realistic and experiential understanding of science for children. However, there remains a need to expand the research that explores the detailed effects of this approach and examines how children can benefit from this educational style to effectively enhance their scientific skills and apply them in their daily lives.

2. Literature Review

Primary science curricula are pivotal in developing students’ proficiency in science process skills, fostering their innate abilities, and shaping their personal growth. These curricula are crafted to enable students to grasp essential scientific facts, concepts, and generalizations, and to utilize them in elucidating natural phenomena. By engaging with the scientific method, students acquire skills in observation, data collection, organization, analysis, and drawing conclusions, which are essential for making informed judgments [33,34]. Science process skills are defined as cognitive abilities or activities that learners develop while studying science which enable them to organize observations, gather data, establish relationships, and interpret or resolve problems [35]. Zaytoun [36] describes them as a suite of cognitive skills and processes essential for the accurate application of scientific methods, reasoning, and research, while Ozgelen [37] refers to them as the cognitive abilities utilized by scientists to generate knowledge, address problems, and derive conclusions.

The importance of science process skills is well-recognized as a fundamental objective in science education. These skills are critical for scientific exploration and extend beyond professional scientists, offering significant advantages to students and becoming integral to their daily lives [38,39]. Science process skills underpin scientific inquiry and enhance students’ intellectual capabilities, enabling them to set goals, manage their learning, sustain educational progress, and improve their research and cognitive skills.

These skills are essential for knowledge construction through activities such as observation, classification, measurement, and prediction [35]. Dolapcioglu and Subasi [40] highlight the fundamental roles of these skills in both learning and understanding scientific content. Additionally, the National Research Council (NRC) [41] emphasized that the application of science process skills is crucial for deepening students’ comprehension of scientific knowledge and facilitating informed personal decision-making.

Fajardo [42] emphasized the fundamental role of science process skills in scientific investigation and discovery. These skills encompass specific cognitive abilities utilized by scientists, individuals, and students to understand the natural world and can be learned and applied across various contexts. They are broadly relevant, aiding in problem analysis and the formulation of appropriate solutions in everyday life.

Baysal et al. [38] suggest that science processes involve a complex set of mental activities, which can be categorized into behavioral skills that are relevant across all scientific disciplines due to their general applicability. Learning these processes requires active practice, reinforcement through encouragement, and ample time. Once acquired, these skills manifest in problem-solving behaviors and support effective learning through research and practical activities. Children progressively develop scientific processes, beginning with basic observation and advancing to more complex tasks like experimentation. Researchers [4,35,37] have proposed a hierarchical model for science process skills, where the initial level includes fundamental skills such as observation, classification, and measurement, while the advanced level encompasses integrated skills like data interpretation, hypothesis formulation, and experimentation.

The foundational importance of scientific processes is widely recognized, as basic skills form the groundwork for mastering more complex integrative abilities, becoming the intellectual basis for scientific inquiry and research [37,43]. These foundational processes are essential prerequisites for advanced scientific capabilities, particularly as the cognitive, technical, and technological fields continue to evolve. This relevance extends to students’ real-life challenges in their daily contexts, such as at home, at school, and in the broader community [40].

To better support students, science educators are increasingly focusing on environmental education models that foster scientific process skills. Models of environmental education—such as the ecological, socio-scientific, experiential, and inquiry-based learning models—are central to this effort. Each of these models provides a different framework for engaging students in environmental science and fostering critical thinking. For instance, the ecological model focuses on understanding natural interdependencies, whereas the socio-scientific model emphasizes societal issues linked to environmental concerns. The experiential model, grounded in direct interaction with the environment, promotes skills like observation, classification, and measurement [38]. Lastly, scientific inquiry-based learning emphasizes skill-building through systematic investigation and hands-on experimentation, bridging academic learning with practical, real-world applications [44].

Psychologically, the environmental approach is based on constructivist learning theory, which views learning as a dynamic process situated within a meaningful context. This model positions the environment as a critical component of learning, where students actively engage with environmental elements and issues, promoting both their cognitive and affective development through observation and analysis [45,46]. When students are embedded within the learning environment, they transition from passive learners to active investigators, enhancing their ability to engage in scientific processes, think critically, and develop informed solutions to environmental challenges [47].

The environmental approach, when aligned with contemporary educational philosophies, encourages the use of diverse resources and active learning, rather than traditional, teacher-centered methods. Models within this approach employ the environment as a laboratory where students gather, analyze, and apply data, enhancing student engagement [10,27,48,49,50,51,52]. Moreover, this approach encourages the use of models such as experiential learning and inquiry-based frameworks to place students at the center of the learning process, fostering critical thinking and hands-on practice.

The current literature highlights the effectiveness of the environmental approach in cultivating scientific process skills. Field studies [40,53,54,55] demonstrate that integrating environmental activities promotes key learning outcomes in science education, specifically in developing skills that are necessary for addressing both local and global environmental challenges. Skills like prediction and measurement, while mentioned in this review, are often developed through frameworks such as Bloom’s Taxonomy, which categorizes learning objectives across cognitive levels, facilitating a clear progression from foundational knowledge to higher-order skills [53].

As contemporary global trends in science education evolve to incorporate models that address the intersection of science, technology, society, and the environment, integrating environmental approaches, strategies, and methods aligned with cognitive frameworks and theories has become essential for equipping students with fundamental skills to tackle real-world problems in science learning environments [56,57]. Numerous international studies underscore the value of these models; field research indicates that experiential and socio-scientific models enhance hands-on engagement and link theoretical knowledge to its societal applications [48,51,56,57,58,59,60,61]. In this context, a recent study by Miseliūnaitė and Cibulskas [48] highlights the importance of transformative models aimed at helping students understand themselves and the world around them. This is achieved through the teacher’s integration of all educational aspects so that the curriculum is no longer separate from the student; modern models, including the environmental approach, seek to educate the whole child by engaging their senses.

Furthermore, the study by Ramírez Suárez et al. [57] recommends the use of environmental education to enhance sustainable development and contribute to improving the quality of education. This study [57] also emphasizes the importance of exploring various methods to integrate environmental, economic, and social dimensions into educational contexts, alongside implementing and updating curricula to advance education in a way that promotes sustainable development.

Building on these discussions about the role of the environmental approach in educational contexts, this study addresses a knowledge gap concerning the application of the environmental approach to enhance children’s science learning. This is particularly relevant in light of recommendations from global studies, such as those by Miseliūnaitė and Cibulskas [48] and Ramírez Suárez et al. [57], which emphasize the significance of this area. Moreover, there is a notable lack of exploration regarding how specific models within environmental education impact the development of scientific process skills and cognitive achievement. While some studies examine skill development based on classification, few clarify which model best supports specific skill sets, such as observation, classification, and prediction. This study aims to address these gaps by evaluating the distinct impacts of models like the ecological, socio-scientific, and experiential approaches on developing scientific process skills and assessing cognitive outcomes, thus providing concrete evidence of the environmental approach’s effectiveness in science education.

3. Problem of the Study

Science reform documents globally emphasize the importance of science process skills, asserting that science education should transcend theoretical knowledge to equip students with essential skills and a more comprehensive understanding of achievement. Achievement is now acknowledged as involving not only memorization but also understanding, application, and other cognitive outcomes.

Despite the recognized importance of science process skills at the primary level, there has been a marked decline in students’ acquisition of these skills. Teachers frequently prioritize theoretical knowledge, overlooking the mental and practical skills necessary to meet modern demands. Educational studies [62,63,64,65,66,67] have highlighted this decline, revealing a predominant focus on memorization rather than deeper cognitive engagement [2].

Given this issue, it is crucial to explore modern methods and programs that facilitate the development of science process skills at various cognitive levels. Although the environmental approach holds significant potential, it has been underexplored in this context. This study aims to investigate the impact of environmental approach-based learning on the acquisition of basic science process skills and the enhancement of cognitive achievement among fourth-grade students. This study seeks to address the following questions:

• What is the effect of environmental approach-based learning on the acquirement of basic science process skills among children?
• Does environmental approach-based learning increase cognitive achievement among children?
• Is there a correlation between children’s scores on the science process test and their scores on the cognitive achievement test in the experimental group?

4. Significance of the Study

This study holds significant value through its multiple objectives that aim to enhance science education. It develops a learning program based on the environmental approach, assisting primary school science teachers in improving their methods and strategies by incorporating the surrounding environment into science instruction. This study also provides valuable guidance for curriculum planners on the importance of integrating environmental elements into the development of science process skills, thereby promoting the creation of educational units aligned with this approach. Additionally, it raises teacher awareness about the critical importance of science process skills and the need to prioritize these skills during instruction. Finally, this study supports the use of diverse assessment approaches that consider various cognitive achievement levels, moving beyond a sole focus on memorization to a more comprehensive evaluation of student learning.

5. Method

5.1. Research Design

This study employed a quasi-experimental design using a two-group framework (experimental and control). The sample was divided into an experimental group, which received instruction through the environmental approach, and a control group, which did not receive this specialized instruction. Both groups underwent two distinct phases of measurement: a pre-measurement to assess baseline levels before the intervention and a post-measurement conducted after the experimental group had been exposed to the environmental teaching approach. This design facilitated a comparison of outcomes between the two groups, enabling an evaluation of the effectiveness of the environmental approach in enhancing the targeted educational outcomes.

5.2. Participants

The study sample consisted of 62 children in early childhood from schools in the Irbid area of Jordan, during the second semester of the 2023/2024 academic year. Two schools were purposively selected based on the approval and willingness of the school principals, who provided their resources to implement the environmental approach-based learning.

For the selection of the experimental and control groups, a simple random sampling method was employed. Participants were drawn from among six first-grade classes in each school. The participants were divided into two groups: an experimental group consisting of 32 students and a control group consisting of 30 students.

It is important to note that all participating children were from the same geographical area and shared similar economic and social conditions. Additionally, their academic performance levels were distributed among excellent, very good, good, average, and below average, ensuring a diverse range of academic performance among the participants. This diversity in academic performance levels enhances the accuracy of the study’s results, allowing for a comprehensive analysis of the educational program’s impact across all performance levels, within a closely related social and economic context.

5.3. Study Instruments

To achieve the study objectives, the following instruments were employed: a teaching program based on the environmental approach, a science process skills test, and an achievement test to assess various aspects of understanding of science processes in children. Each instrument is described below.

5.3.1. The Instructional Program Based on the Environmental Approach

The instructional program was developed in alignment with learning theories that emphasize the importance of teaching science through an environmental approach, which has been shown to enhance both academic achievement and the acquisition of science processes. This approach reflects global trends that prioritize active learning, encouraging children to take an active role in their learning and self-acquire knowledge [68,69,70].

The overarching goal of the program was to foster meaningful learning by connecting prior knowledge with new information, enabling children to apply their learning in real-world situations. Additionally, it aimed to create an environment where children could express themselves freely, engage in democratic dialogue, respect differing opinions, and develop their creative abilities within a joyful and secure learning atmosphere. The program emphasized the development of sensory skills, including interpretation, observation, classification, prediction, and thoughtful questioning, thereby fostering cognitive and emotional growth.

To meet the study’s objectives, specific science lesson plans were developed and implemented using the environmental approach. These lessons covered topics such as the food chain, relationships between living organisms, the impact of humans on the environment, and sensory responses in plants and animals. Each lesson was adapted from the fourth-grade science curriculum and designed to integrate the environmental approach.

Each lesson plan included clearly defined behavioral objectives that adhered to educational standards. The plans outlined the necessary teaching and learning procedures to meet these objectives, focusing on the teacher’s role as facilitator and guide, and the child’s role as the central participant in the learning process. Evaluation questions were included to assess the children’s understanding based on the behavioral objectives.

The key elements prioritized in the program’s implementation included:

• Meaningful learning: achieving meaningful learning in the environmental context involves integrating concepts of the natural environment into educational lessons. Local environmental resources such as parks, nature reserves, and agricultural areas were utilized to teach environmental concepts such as biodiversity, environmental protection, and ecological systems. In this way, the children learned how environmental knowledge connects to their daily experiences, which enhanced their understanding of the importance of environmental conservation.
• Stimulating thinking: this included designing learning activities that encourage children to explore and analyze their surrounding environment. The children engaged in projects such as bird watching, collecting soil samples, and analyzing water quality, which stimulate critical and analytical thinking. These activities helped the children develop research skills and creative thinking regarding environmental issues.
• Diverse learning methods: this involves employing educational methods such as field learning, where children go outdoors to explore different environments. Environmental media, such as documentaries, presentations, and articles related to the environment, were also to be used to support learning. Additionally, educational games related to environmental conservation, such as recycling games, can be integrated.
• Interactive learning environment: this includes designing a classroom environment that reflects environmental values, such as using recyclable materials, growing plants in the classroom, and providing outdoor learning spaces. This type of environment enhances children’s interaction with nature and encourages them to express ideas on how to protect the environment. Group discussions on environmental issues and ways to improve the local environment can also be organized.
• Lesson appropriateness: this involves designing lessons that address environmental issues which are relevant to the area where the children live. For example, the topics may include water management in arid regions or biodiversity conservation in urban areas. These lessons help children understand local environmental problems and apply knowledge in familiar contexts.
• Real-world applications: this includes guiding children on how to apply environmental knowledge in their daily lives. Practical activities might involve organizing community clean-up campaigns, carrying out sustainable agriculture projects, or designing recycling solutions. Through these activities, children learn how to transform environmental knowledge into practical practices that contribute to improving their environment.
• Engagement opportunities: this involves organizing field trips to natural areas such as reserves and farms, where children can observe the environment directly and apply what they have learned. Workshops related to the environment, such as art workshops using natural materials or activities that enhance environmental research skills, can also be organized. These types of activities provide children with opportunities for direct interaction with the environment and enhance their learning through hands-on experiences.

To ensure effective implementation of the environmental program, several key steps were undertaken, focusing on the conative, cognitive, attitudinal, and active dimensions of learning. This holistic approach not only aimed at knowledge acquisition but also sought to foster a more eco-centric attitude of empathy toward the environment among the students. The following outlines the detailed process and subsequent experiences post-teacher training:

• Demonstration and discussion:
  • Presentation of teaching-learning scenario: a comprehensive teaching-learning scenario was presented to the teacher of the experimental group, encompassing specific examples and methodologies aligned with the environmental program. The objective was to familiarize the teacher with the instructional strategies, goals, and expected outcomes, thereby equipping them to effectively engage with the students;
  • Discussion of procedures: an in-depth discussion was conducted to clarify the program’s implementation procedures, covering crucial aspects such as instructional techniques, assessment methods, and strategies for engaging students. This step ensured that the teacher fully understood the implementation process and felt confident in executing it.
• Practice sessions:
  • Conducting practice sessions: to develop the teacher’s proficiency with the program, three practice sessions were conducted with children outside the study sample. These sessions allowed the teacher to apply the program’s methods in a real-world setting, practice lesson delivery, and adjust their approach based on their initial experiences;
  • Researchers’ observation: during these practice sessions, the researchers observed the teacher’s performance and interactions with the children, focusing on adherence to program guidelines, effectiveness in engagement, and the facilitation of learning activities. Constructive feedback was provided to the teacher to refine their approach and address any challenges encountered.
• Expert review:
  • Review of lesson plans: The lesson plans developed for the program were subjected to review by experts in science education. The evaluations were based on criteria such as the accuracy of the educational content, alignment with environmental learning objectives, and pedagogical effectiveness. This review ensured that the lesson plans were both scientifically sound and educationally valuable;
  • Revisions for accuracy and validity: based on the expert feedback, necessary revisions were made to enhance the lesson plans. This involved refining the content, adjusting instructional strategies, and incorporating suggestions to improve the overall quality and effectiveness. The finalized lesson plans were prepared for actual program implementation.
• Post-training experience and skills application:
  Following the teacher’s training on environmental education, several important developments emerged regarding the application of the acquired skills:
  • Application of skills: the teacher implemented the environmental approach in the classroom by engaging the students in hands-on activities and discussions that focused on the cognitive and emotional aspects of learning. For instance, the students participated in a project to monitor local wildlife. During this project, they identified different species of animals and plants, collected data about their habitats and behaviors, and discussed the impacts of environmental changes such as climate change and urban expansion. This helped foster empathy and understanding of ecological principles. The students were also encouraged to think about how their actions affect the environment, contributing to the development of sustainable environmental awareness;
  • Internalization of concepts: to help the students internalize and apply their new skills in their daily lives, the teacher facilitated reflective discussions where the students shared their observations and feelings about the environment. Regular discussion sessions were organized to cover topics such as recycling, resource conservation, and climate change. Additionally, the students were encouraged to engage in community projects, such as tree planting and cleaning public areas. These activities not only reinforced their learning but also enhanced their sense of responsibility towards their surroundings. Through these initiatives, the students began to appreciate the value of teamwork and their positive impact on the community;
  • New behaviors achieved: as a result of these experiences, the students demonstrated a noticeable change in their behaviors, showing increased empathy towards nature. Many began advocating for environmentally friendly practices within their families and communities. For example, some students started implementing recycling techniques at home, while others participated in school awareness campaigns about the importance of environmental conservation. There was also an increase in participation in environmental activities such as fairs and local events focused on sustainability, indicating a newfound commitment to ecological stewardship.
• Classroom experience illustration:
  To illustrate these developed skills, a specific classroom experience can be highlighted:
  • Classroom project on local ecosystems: in one lesson, the teacher organized a project where the students investigated local ecosystems. The students were divided into small groups, with each group assigned to study a particular area of the local environment, such as the school garden or a nearby river. Their task was to collect data on plant and animal species, monitor environmental changes, and document their observations;
  • Collaborative work: these activities required teamwork and collaboration among the students. They used scientific tools such as magnifying glasses and water quality measurement devices, which helped them develop scientific skills and critical thinking. They also had the opportunity to share ideas and learn how to analyze data collectively;
  • Presentation of results: after completing their investigations, each group presented their findings to the class. The presentations included the data they collected and recommendations for preserving biodiversity in their area. This aspect of the environmental approach provided students with genuine experience in scientific communication, helping them build confidence in their ability to express their ideas and opinions;
  • Appreciation for biodiversity: through this experience, the students not only developed critical thinking and analytical skills but also increased their appreciation for biodiversity and its significance. They realized how every living organism plays a role in the ecosystem, enhancing their understanding of the importance of conserving natural resources and the necessity of taking action to protect them.

The post-training experience clearly demonstrates how teachers can play a crucial role in shaping students’ environmental awareness. By applying the acquired skills, utilizing hands-on activities, and promoting critical thinking, teachers can create a learning environment that encourages students to become responsible environmental citizens. Emphasizing sustainable practices and fostering positive relationships with the environment will contribute to achieving positive changes in society in the long term.

5.3.2. Science Process Skills Test

The Science process skills test aims to measure fourth-grade students’ acquisition of fundamental science process skills related to the environment and living systems. This test evaluates students’ ability to apply process skills such as observation, classification, and prediction in various educational contexts. The focus is on assessing how effectively students can use these skills during experiments and tasks associated with scientific lessons.

The initial version of the test consisted of 23 multiple-choice questions, each with four answer options. Following review and evaluation by a panel of experts, three questions were removed, resulting in a final version of the test having 20 questions. The questions are distributed to cover all aspects of science process skills: some questions assess students’ ability to observe details and features, while others test their ability to classify living organisms and environmental phenomena based on specific characteristics. Questions related to prediction evaluate students’ ability to forecast outcomes based on available data. The test was developed according to a specifications table that outlines the distribution of questions based on the importance of different skills and the required educational content. This development was informed by the analysis of the instructional unit “Humans and the Environment” and the required learning outcomes, ensuring comprehensive coverage of the necessary content.

5.3.3. Achievement Test

The achievement test aims to evaluate the effectiveness of the learning program in enhancing students’ learning outcomes after studying topics related to the environment and living systems. The test focuses on measuring students’ knowledge, understanding, and application of scientific concepts to determine the program’s impact on their achievement and ability to use existing knowledge in new contexts.

The initial version of the test comprised 25 multiple-choice questions, each with four answer options. After review and evaluation by a panel of experts, five questions were removed, resulting in a final version of the test with 20 questions. The questions are designed to assess three main aspects: knowledge, by evaluating students’ familiarity with scientific concepts; understanding, by testing their ability to interpret information and connect concepts; and application, by assessing how students use acquired knowledge to solve problems or apply it in new contexts. Based on the analysis of the instructional unit “Humans and the Environment” and the specifications table, the questions were crafted to ensure comprehensive coverage of the required knowledge, understanding, and application, thereby accurately measuring the effectiveness of the educational program.

5.4. Validity and Reliability of the Instruments

The validity of both tests was evaluated by a panel of experts from Jordanian universities specializing in science curricula, teaching methods, and assessment. The items were reviewed for accuracy, clarity, and appropriateness for children’s cognitive levels. Revisions were made based on the expert feedback to ensure alignment with the test specifications.

A pilot test was conducted with 21 participants to determine the test duration, clarify items, and calculate its reliability. The required time for each test was determined to be 45 min. The difficulty indices for the science process skills test ranged from 0.50 to 0.80, and the discrimination indices ranged from 0.37 to 0.75. The test demonstrated a reliability coefficient of 0.87, and the test-retest reliability was 0.91. Similarly, the achievement test showed difficulty indices within the same range, with a reliability coefficient of 0.86.

Confirmatory factor analysis (CFA) was conducted to verify the construct validity of both tests. The hypothesized model was analyzed using structural equation modeling (SEM) with AMOS version 25.0. All item factor loadings exceeded 0.40, confirming their validity within their respective dimensions, as shown in Figure 1 and Figure 2.

5.5. Implementation Steps of the Study

After developing and validating the study tools, we proceeded to the implementation phase. The initial step involved administering a pre-test to both the experimental and control groups prior to the introduction of the environmental approach to teaching. This pre-test aimed to ensure the equivalence of the two groups regarding their baseline abilities, thereby enabling a more accurate comparison of the post-intervention outcomes.

Data collected from the pre-test were analyzed using the Statistical Package for the Social Sciences (SPSS), version 26. The analysis involved calculating the arithmetic means, standard deviations, and t-test values of the results to assess whether there were any statistically significant differences between the groups at the beginning of the study.

Table 1. Results of data analysis of children’s performance on the pre-test of science processes and the cognitive test.

Tests	Group	No.	Mean	St. Dev.	t-Value	df	Sig.
science processes	Experimental	32	3.70	1.393	0.394	56	0.695
	Control	30	3.50	2.380
cognitive test	Experimental	32	3.40	1.354	0.344	56	0.732
	Control	30	3.21	2.601

presents the results of this statistical analysis, highlighting the significance of the differences between the means and standard deviations of the participants’ scores on the pre-test of science process skills and the cognitive test.

Table 1 presents the t-test results, showing that the t-value and its associated significance level for the comparison between the mean pre-test scores of the experimental and control groups are not statistically significant at the α = 0.05 level. This finding indicates that the initial performance of both groups on the science process skills test and the cognitive test was equivalent, confirming that there were no substantial differences between the groups before the intervention.

The second step in the study’s implementation involved conducting a comprehensive training course for the teacher responsible for instructing the experimental group. This training spanned 25 hours, distributed over five weeks at a rate of 5 hours per week, and scheduled according to the teacher’s availability. The purpose of this training was to ensure the teacher was well-prepared to effectively implement the environmental approach in the classroom.

The third step was the actual implementation of the educational interventions. For the experimental group, educational scenarios were designed and delivered based on the environmental approach, while the control group was taught using conventional teaching methods. This allowed for a clear comparison of the effects of the environmental approach with those of the traditional instruction.

In the fourth step, a post-test was administered to both the experimental and control groups. This test was designed to measure the outcomes of the different teaching methods regarding the students’ acquisition of the targeted skills and knowledge.

5.6. Statistical Analysis

After scoring and recording the pre- and post-tests for both groups, the following analyses were conducted:

• Pre-test: we calculated the means and standard deviations for the pre-achievement and pre-science process skills tests to ensure initial equivalence between groups;
• Post-test: we calculated the means and standard deviations for the post-achievement and post-science process skills tests to assess the impacts of the teaching methods;
• t-test analysis: we compared the mean scores for both tests between groups to determine if post-test differences were statistically significant;
• Pearson correlation: we examined the correlation between the achievement test scores and science process skills scores among the experimental group’s fourth-grade female students.

6. Results of the Study

6.1. Results of the First Question

The first research question aimed to evaluate the effectiveness of an environmental approach-based program in improving children’s science process skills. To answer this, we calculated the arithmetic means and standard deviations of the participants’ scores on the science process skills test, separated by group (experimental and control). This analysis assessed whether the environmental approach significantly enhanced the experimental group’s science process skills compared to the control group. The results are detailed in

Table 2. Results of analyzing children’s performance on the post-test of science processes.

Group	No.	Mean	St. Dev.	t-Value	df	Sig.
Experimental	32	16.73	1.258	10.674	56	0.00
Control	30	9.75	3.340

, which compares the performance metrics of both groups.

Table 2 highlights a significant difference in the arithmetic means and standard deviations of the children’s performance on the science process skills test between the experimental and control groups. The experimental group achieved a mean score of 16.73 with a standard deviation of 1.258, while the control group recorded a mean score of 9.75 with a standard deviation of 3.340.

The substantial differences in mean scores underscore the effectiveness of the instructional methods used. A t-test was conducted to determine if these differences were statistically significant. The results, detailed in Table 2, showed a significant difference (α = 0.05), with a t-value of 10.674 and a p-value of 0.000, indicating that the experimental group significantly outperformed the control group.

The overall effect size of 0.67 suggests that the environmental approach accounted for approximately 67% of the variance in the acquisition of science process skills. The remaining 33% of the variance may be due to external factors such as socio-economic status or prior knowledge. This substantial effect size demonstrates the effectiveness of the environmental approach as a pedagogical strategy for developing essential science process skills in children.

6.2. Results of the Second Question

The second research question investigated the effectiveness of the environmental approach program in improving children’s academic achievement. To address this, we computed the arithmetic means and standard deviations of the participants’ scores on the achievement test, separated by group (experimental and control). The results are presented in

Table 3. Results of analyzing children’s performance on the post-cognitive test.

Group	No.	Mean	St. Dev.	t-Value	df	Sig.
Experimental	32	16.63	1.426	13.822	56	0.00
Control	30	8.82	2.722

, which compares the performance metrics of both groups, offering insights into how the environmental approach affects academic outcomes compared to traditional methods.

Table 3 shows a significant difference in the arithmetic means and standard deviations of children’s performance on the achievement test between the experimental and control groups. The experimental group scored a mean of 16.63 with a standard deviation of 1.426, while the control group scored a mean of 8.82 with a standard deviation of 2.722. A t-test revealed a statistically significant difference (α = 0.05) with a t-value of 13.822 and a p-value of 0.000, indicating that the environmental approach significantly enhanced the experimental group’s achievement.

The total effect size was computed at 0.773, suggesting that the environmental approach accounts for approximately 77.3% of the variance in achievement scores, with the remaining 22.7% being attributed to other factors. This substantial effect size highlights the effectiveness of the environmental approach in improving academic outcomes.

6.3. Results of the Third Question

The third question investigated the correlation between the participants’ achievement test scores and science process skills test scores. The Pearson’s correlation coefficient was calculated to assess the relationship between scores in the experimental group. The results, shown in

Table 4. Pearson’s correlation coefficient for the relationship between the experimental group’s performance on the post-test of science processes and the post-cognitive test.

		Post-Test of Cognitive Achievement
Post-test of science processes	Correlation coefficient	0.915
	Statistical significance	0.000

, provide the correlation coefficients and their significance, offering insights into how improvements in cognitive achievement relate to the development of science process skills, illustrating their interconnectedness.

Table 4 shows a statistically significant positive correlation between the scores on the science process skills test and the cognitive achievement test among members of the experimental group. The Pearson’s correlation coefficient was 0.915, indicating a very strong correlation at the (p = 0.01) significance level. This result suggests that individuals who perform well on the science process skills test also tend to score high on the achievement test. This strong correlation highlights that improvement in science process skills are closely linked to enhanced overall academic achievement, emphasizing the value of developing these skills as a key factor in boosting cognitive performance.

7. Discussion of the Results of the Study

The findings regarding the first research question highlight the positive impact of the environmental approach-based learning program on children’s acquisition of science process skills. Our analysis revealed significant differences in the experimental group’s post-test scores compared to the control group, indicating that the environmental approach significantly improved the acquisition of science process skills.

This effectiveness can be attributed to the program’s alignment with children’s cognitive and developmental levels. It engaged students with their community environment, addressed their interests, and incorporated real-world environmental issues. This approach encouraged active problem-solving and hands-on engagement, which aligns with the literature emphasizing the importance of contextual and experiential learning in science education [59,71,72,73].

In contrast, the control group’s underperformance was likely due to passive teaching methods, where the students primarily received information without interactive or engaging activities. The environmental approach, on the other hand, fostered active participation and independent discovery, significantly enhancing the students’ science process skills through direct interaction with environmental components.

Studies highlight the importance of experiential learning in developing science process skills [74,75]. The program’s hands-on activities facilitated the students’ learning of essential scientific processes, which are crucial for early childhood education. Moreover, transitioning from traditional classroom settings to engaging external environments enriched the learning experience, motivating students and aligning with the educational literature on the benefits of environmental engagement [4,21,22,23,26,27,28,62].

Regarding the second question, the results indicate that the environmental approach-based program significantly enhanced the students’ cognitive achievement in science. The experimental group demonstrated a notable increase in post-achievement test scores compared to the control group, suggesting that the program positively influenced their cognitive achievement. This improvement may be attributed to the program’s integration of environmental activities that were connected with the students’ everyday experiences, enhancing their ability to retain, comprehend, and apply knowledge.

The findings of this study align with the literature on environmental education, which emphasizes the benefits of active participation and practical engagement in cognitive and emotional development [52,76]. The program’s success is consistent with prior research showing that environmental approaches foster better learning outcomes through engagement and real-world relevance [53,60,61].

The third question revealed a significant positive correlation between the science process skills and cognitive achievement test scores in the experimental group. This correlation suggests that improvements in science process skills are associated with better overall academic performance.

This result supports the shift from rote memorization to understanding through the practicing of scientific processes, aligning with standards set by the National Research Council [41]. Engaging in realistic science processes enhances the development of scientific knowledge and retention [4,54]. This positive correlation underscores the effectiveness of the environmental approach in fostering both science process skills and cognitive achievement, resonating with prior research on the benefits of integrating environmental contexts into education [52,77,78,79].

8. Conclusions and Recommendations

This study investigated the impact of an environmental approach-based learning method on enhancing the science process skills and cognitive achievement among 62 students from the Irbid area in northern Jordan. This reflects the global trend in science curricula toward fostering creative thinking and the real-world application of scientific knowledge. The results indicated that the environmental approach significantly increased the students’ engagement in fundamental scientific processes, such as observation, classifying, and prediction. These findings represent a shift away from traditional rote learning, underscoring the value of active participation in scientific inquiry. The experimental group’s superior performance regarding process skills confirms that sensory-based, hands-on learning experiences are crucial for advancing students’ understanding, aligning with international trends that support experiential learning. Student feedback highlighted that these environmental activities enhanced their collaboration, critical thinking, and practical application of scientific knowledge, further reinforcing the benefits of a dynamic and authentic learning experience.

Based on this study’s results, several recommendations are proposed. Schools should incorporate environmental learning experiences that actively engage students in scientific inquiry. Additionally, educational programs should be developed around local environmental contexts, making science learning more relevant and engaging. Primary science curricula need to include process-focused environmental activities to provide consistent hands-on learning opportunities. Teachers should receive professional development to implement these approaches effectively, and schools should diversify their assessment methods to evaluate both cognitive achievement and process skills. Community partnerships should also be encouraged to expose students to real-world environmental issues, enhancing their learning experiences.

9. Limitations and Future Research Directions

The limitations of this study include several aspects that may affect its results and generalizability. First, this study was conducted with a small sample of 62 students from a specific region, which may limit the ability to generalize its findings to all students in different educational contexts. While the sample may reflect some local trends, the results may not represent the experiences of students in other areas or diverse educational cultures. Additionally, the focus was primarily on cognitive achievement and science process skills, with insufficient attention given to long-term retention or the development of other critical skills such as communication and collaboration. Personal and social skills are essential in modern educational environments, and neglecting these aspects may impact the evaluation of the effectiveness of environmental education. Furthermore, this study was conducted within a specific timeframe, which may hinder the ability to measure the long-term effects of the applied environmental education approach. Results can change over time, so the current findings may not be applicable in the future or in different contexts.

Regarding future research directions, it is essential to explore the long-term effects of environmental learning on students’ overall academic performance and their ability to apply scientific knowledge in various contexts. Expanding this study to include different regions, diverse age groups, and varying socio-economic backgrounds would provide a broader understanding of the adaptability and effectiveness of environmental learning across different populations. Additionally, investigating the role of digital technology in enhancing environmental education is important, as modern technologies can offer new ways to engage students and enhance their learning, leading to the development of more effective and interesting science curricula in contemporary educational settings. Employing qualitative research methods, such as interviews or focus groups, could also enrich the understanding of students’ experiences and perceptions of environmental learning, providing more nuanced insights into how it affects their academic and social development. Finally, examining the collaboration between teachers, parents, and communities in implementing environmental education initiatives could highlight best practices and strategies that support a conducive learning environment, thereby enhancing the effectiveness of environmental education and its impact on students.