The present study examined the levels of four environmental dimensions; environmental awareness, attitudes towards recovery, attitudes towards recycling and environmental behavior among grade 12 students in Sri Lanka. A standard scale that has four environmental dimensions and personal information was used. Effects of gender, study stream, residential area and family income of students on each of the four environmental dimensions were determined by conducting Levene’s test, Kruskal Wallis H test, Dunnet’sT3 test and Mann Whiteny U test using SPSS for Windows version 26. Correlation analysis was run to reveal the associations among the four environmental dimensions. A sample of 1006 grade 12 students participated in the study. Students confirmed a moderate level of awareness, attitudes and behavior towards the environment. Girls’ levels in terms of all four dimensions were significantly higher than those of boys. The result strongly confirmed the impact of study stream on environmental awareness, attitudes and behavior of students. Awareness, attitudes and behavior towards environment of the rural students were at the highest level. However, no significant differences were observed among students from different family income groups. The observed weak correlation between environmental awareness and behavior confirmed that knowledge has not effectively transformed into environmental responsible behavior. Moreover, strong association could be observed between attitudes towards recycling and environmentally responsible behavior of the students. Observed positive correlations among four environmental dimensions indicate that students’ perceived environmental awareness and attitudes positively influence their responsible environmental behavior. These results emphasize the importance of incorporating essential environmental concepts and learning teaching strategies into the existing school curriculum to ensure students’ environmentally responsible behavior. Based on the present findings, suggestions were made for curriculum developers and educators to upgrade the existing curriculum.

3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.