DETERMINATION OF STUDENTS' VIEWS ON THE DEVELOPMENT OF TEACHING MATERIAL FROM WASTES

: The aim of this study is to determine the opinions of special education students about the process of developing teaching materials using waste materials. This research was carried out with 82 students in the last year of undergraduate program of private e-education teaching department. In this study, semi-structured interview questions consisting of 5 questions were used as data collection tool. In this research, students developed materials to be used in activities for teaching concepts in concept teaching book. The research continued for 12 weeks in the spring semester of the 2018-2019 academic year. At the end of the study, it was seen that preservice teachers used pet bottles as the most used waste material in the process of developing instructional materials from waste materials, and shapes and textures were the subjects that they preferred to develop most. Regarding the necessity of waste materials in terms of teaching profession, the students stated that their awareness about recycling increased at the end of the process. In terms of the gains in the process, the students stated that they learned to work in difficult conditions at the end of the process. As the most common problem encountered in the process of material development with waste material, students state that the waste material they collect is in a very hygienic condition.


Introduction
Human beings, who have been in intense interaction with the environment since their existence, have tried to use nature more in line with their own interests, unlike other living beings, tried to dominate, act selfishly and harm nature more. Environmental waste from human beings constitutes the most important proportion of this damage. In parallel with this, the amount of environmental waste accumulated in nature together with production and Práxis Educacional e-ISSN 2178-2679 Revista 558 consumption increases rapidly over time. Recycling is done in order to reduce environmental wastes that cause a great imbalance in nature and these materials are converted to another raw material that can be reused by chemical or physical processes (Büyüksaatçı, Küçükdeniz and Esnaf, 2008). Thus, the environment is cleaned from harmful wastes. At this point, individuals have important duties and responsibilities in recycling waste materials in order not to harm the nature. This can only be done by conscious, sensitive and aware individuals (Karatekin, 2013).
When the results of environmental conferences and meetings are examined, it is seen that the main source of environmental problems is human (UÇEK, 2010). However, thanks to the consciousness it possesses, human beings have realized that the harm it causes to nature and the environment they are in will return to itself with the effect of boomerang. After the people's damage to the environment started to be noticed, various studies were carried out in order to raise awareness about the environment and to develop more positive attitudes and behaviors. For this reason, it is aimed to integrate the acquisitions in the dimensions of knowledge, attitude, behavior and perception related to the environment to the educational programs prepared with constructivist philosophy, to make individuals become environmental literate individuals, to take a role in solving possible problems, to produce solutions and similar features (MoNE, 2004). In this way, the students who play an important and key role in the future of societies in education and training environments are tried to be made aware of the environment and various activities are organized in this direction (Toto,2019). Developing environmental values, especially in higher education institutions, has become one of the most important issues recently (Kaplowitz and Levine, 2005). Because, students carry the knowledge, skills, attitudes and values related to the environment gained during their university education to their professional, personal life and environment (Teksöz, Şahin and Ertepınar, 2010). In the study of Aydın (2011), it was seen that prospective teachers obtained very efficient results in the development of teaching material from waste materials. It is thought that the activities that will encourage and activate teacher candidates such as material development on research, especially on an important issue concerning all humanity such as waste materials, are considered to have a significant impact on environmental sensitivity. In the development of instructional materials from waste materials, it is thought that, while preservice teachers can see recycling as a method that can save the environment, the activities they use for the use of Práxis Educacional e-ISSN 2178-2679

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recycling products in their field of study, education are thought to have a significant impact on their environmental sensitivity. In addition to the pedagogical and subject-area competencies of teachers in environmental education, their stance towards sustainability, which has important impacts on role models for students, is one of the hardware components that need attention (Goldman, Ben-Zvi Assaraf and Shaarbani, 2014).
It is very important to ensure that prospective teachers who are educated in faculties of education are qualified about environmental education and problems. It is possible to say that qualified teachers who are qualified about environmental education to be educated have very effective roles in terms of ensuring that future generations can be more sensitive and environmental values individuals. A conscious environmental education will be transferred from generation to generation, especially under the influence of teachers, and a sustainable and livable environment will be opened. It is possible to say that science courses can be more effective in environmental education than other courses in terms of conducting people to understand the interactions in nature. Therefore, science teachers who have the cognitive, affective and psychomotor gains towards today's children who are the owners of tomorrow have great responsibilities. For this reason, in order for environmental education to reach its purpose, first of all science teacher candidates who will provide this education should be sufficient in environment-oriented cognitive, affective and psychomotor fields. The positive attitudes, behaviors and perceptions of the preservice teachers towards the environment are very important in terms of their future professional equipment. It is possible to say that pre-service teachers 'environmental attitudes, behaviors and perceptions levels can positively affect the students' assessment of the environment. In some researches, it has been determined that the lessons carried out by the activities and activities in which the students are active in teaching environmental issues positively affect the students' assessment of environmental issues (Balkan The research was conducted with the students of a faculty of education at a private university in the spring semester of 2018-2019. A total of 82 students in the fourth year of the undergraduate program of special education teachers participated in the study. 52 of the students participated in the study were male and 28 of them were female students.

Data Collections and Analysis
For the purpose of this study, in order to collect the data, a personal information form

Research Process
In this research, students developed materials to be used for teaching purposes in order to gain concepts on many different subjects consisting of waste materials for 12 weeks. They Before starting the development process, the students were informed that they could use all the materials that they thought would be useful in the course of material development process and the students determined which waste materials they would make their materials.

Results and discussion
Within the context of the study, a total of 82 students were interviewed. Of the interviewers, 28 are females and 52 are males. Of the interviewees, 42 are in the age group 21 years old, 21 are in the age group 23 years old and 19 are in the age group 24years old. All of the interviewees are from special education department.
What are the waste materials you use for material development: The coding and tabulation process of the descriptive analysis on the data obtained as a result of the students' views on waste materials used for material development is given in table 1. The students identified multiple waste materials.

What kind of materials did you develop with these waste materials and for what purposes:
The coding and tabulation process of the descriptive analysis on the data obtained as a result of the students' views on the question of what kind of materials and for which purposes did you develop materials are given in Table 2. As it is seen in Table 2, the most preferred topics for the materials that the students developed using waste materials are; shapes and textures, animals, musical instruments, big and small concept, color teaching and addition and subtraction process.  Table 3.  As can be seen in Table 3, the data obtained from the students' opinions about the necessity of the use of waste materials for the purpose of designing materials; At the end of the process, students stated that they will benefit from these wastes and issues in their future professional lives. In addition, it is seen that recycling awareness among students increased positively. As another important result, the students stated that finding waste materials on their own contributed to the process more effectively while developing the material. In addition, as an effective result, students stated that they could develop materials in a much more economical way.

Práxis Educacional
Some students' views on these statements are as follows; The coding and tabulation process of the descriptive analysis on the data obtained as a result of the students' views on the gains of waste material use in the material design course is given in Table 4. Taught me to be thrifty 31 As can be seen in Table 4, the data obtained from the students' opinions about the gains of waste material use in material design course; students stated that there was positive progress in working under difficult conditions at the end of this period. As a result, students stated that they realized how much waste was left in the process of collecting the waste materials they needed. Later, they stated that their sensitivity to the environment increased. Some students think that creating something from scratch with their raw material also contributes to problem solving.
Some students' views on these statements are as follows; S.V.1: "After I started the process, I imagined that I was working in a school where financial resources were poor and I really realized how much it would work to make all these materials with waste materials. Because sometimes the facilities of the school are inadequate; S.V.2: "We started collecting waste materials to improve our materials and we could easily find them. Then we realized with friends how much waste we throw around. It was easy to find stuff because there were so many around. I think that was one of the points our teacher wanted to show us, I believe we got the message. " What are the problems encountered in the process of material development using waste materials

Práxis Educacional
The coding and tabulation process of the descriptive analysis on the data obtained as a result of the students' views on the problems encountered in the material development process using waste materials is given in Table 5. Table 5: Students' views on the problems encountered in the process of designing materials using waste materials in material design course.

Views f
We need to clean hygienically 76 Sometimes it doesn't come out with the strength we want 71 Sometimes it was difficult for the same substance to find a similar one 65 We are trying hard to put waste materials into the form we want 56 Sometimes it was difficult to decide which material to use for which topic 45 Since I'm used to ready-made materials, I had a hard time producing scratches and wastes from scratch.

34
It is weaker than the materials we purchase as durability 26 As can be seen in Table 5, the data obtained as a result of the students' views on the problems they face during the material design process using waste materials in the material design course; students stated that the materials they found in this process are not hygienic and they should clean them before starting the study and this prolongs the process. As another point of view, they stated that the waste materials obtained from the environment are not sufficiently robust to be used as material and that they cannot be used for a long time in terms of durability.
Another striking result is that students often find it difficult to provide the same type of waste materials that they find for use in the material development process. In this case, they stated that it prolonged the process again.

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Some students' views on these statements are as follows; S.V.1: "I had to clean thoroughly the detergent containers, cardboard boxes, empty beverage packaging I found in the markets before using them. This extended the process. " S.V.2: "It was the most negative event I had during the whole process. After collecting the ice cream sticks, I started to improve my material, and a few of them were broken when it was almost finished. I think I think they're deformed because they've been out there a long time.
All I did was end up wasted, and then I had to do it again. After checking the other items I found, I started working. " S.V.3: "I think the biggest problem I encountered was to find another mate of the same substance. Because I had to use more than one same item for some of the topics I chose, but it was hard to find the same item as each other, I remember looking for quite a bit." In conclusion, when the content analysis data obtained from qualitative analysis were examined, it was seen that the students who participated in the research stated that the process of producing course material for the course of material development from waste materials positively affected them. When the students who participated in the study examined the statements, it was found that they used pet bottles, ice cream sticks and pet bottle caps as the most used waste materials in the process. Aydın (2011) also pointed out the use of plastic wastes in recycling and material making. Taner (2007) also developed teaching materials from plastic wastes and emphasized in his study results that he obtained effective results. It was found out that the students developed teaching materials about the waste materials that they collected in the process and Shapes and Tissues Animals Subject Musical Instruments. It is important to note that the students participating in the research emphasize the concept of recycling, which plays a very important and key role in the balance of nature, and that they are now more sensitive and responsible in this regard. Benzer (2010) stated in his study that such nonenvironmental activities were positively reflected on students' environmental awareness. The results of the content analysis showed that a significant part of the participants stated that the process of developing teaching materials and waste materials for twelve weeks would make a significant contribution to the teaching profession in later life. Çapar (2008) concluded that working with three-dimensional materials contributed positively to the teaching process.
Looking at the findings of the students' gains at the end of this process, the students stated that they learned to produce something from scratch with the waste materials they found in the environment without qualified materials under difficult conditions. When we look at another finding that emerged during this process, they stated that while reaching the waste materials Práxis Educacional e-ISSN 2178-2679

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collected by the students, they realized how unconsciously these wastes were discharged to the environment by the people and how much this ratio was. As another point, the research findings show that the biggest problem they face in this process is that when they find waste materials, they cannot be used hygienically and they spend time to clean. Another important point emphasized on this issue is that students deform the waste materials they collect from the environment in the process, making the process difficult.