Araştırma Makalesi
BibTex RIS Kaynak Göster

INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING

Yıl 2018, Cilt: 8 Sayı: 2, 150 - 171, 28.05.2018

Öz


The
purpose of this study was to examine the influence of the environmental
education modular curriculum on secondary school students’ academic
achievements and on their conceptual understanding. In the study, the case study
method was used. The research sample included a total of 23 7
th

grade students (12 male and 11 female) who were determined with the purposeful
sampling method and who were attending a secondary school in the city center of
Gümüşhane at the time of the study. In the study, as the data collection tool,
achievement tests and semi-structured interview questions were used. In order
to reveal whether there was a statistically significant difference between the
pretest and posttest achievement tests, t-test, one of parametric tests, was
applied. According to the results of the analyses, the environmental education
modular curriculum had positive influence on the secondary school students’
academic achievements as well as on their conceptual understanding.




Kaynakça

  • Aktepe, S. and Girgin, S. (2009). Comparison of eco-schools and other primary schools in terms of environmental education. Elementary Education Online, 8(2), 401–414.
  • Authors (2009). Developing and evaulating of teaching material concerning diffusion and osmosis concepts based on 5E model. Master Thesis, Karadenız Technical Univercity, Institute of Science & Technology, Trabzon.
  • Authors, (2013). Investigating effectiveness of environmental education modular instruction curriculum designed for grade 7th students. Doctoral Thesis, Karadeniz Technical Univercity, Institute of Education Science, Trabzon.
  • Authors, (2016). A study on the evaluation of the applicability of an environmental education modular curriculum. International Journal Of Environmental & Science Education, 11(15), 7318-7348.
  • Authors, (2015). Evaluation of secondary students' attitudes towards environment education. YYU Journal Of Education Faculty, 7(1), 29-50.
  • Authors, (2013). Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach. Journal of Science Education and Technology, 22(1), 1-10.
  • Authors, (2012b). Environmental education cause must have a separate curriculum? XI. National Teaching Education Symposium, 24–26 Mayıs, Rize. Authors, (2012c). "Human and Environment Unit of the" difficulties faced by the teaching of science and technology teachers. X. National Science and Mathematics Education Congress, 27–30 Haziran, Niğde.
  • Atasoy, E. and Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan Univercity Journal of Education Faculty, 10(1), 105–122.
  • Atasoy, E. and Yüksel, S. (2006). The role and effects of elementary environmental education and environmental consciousness during globalization in Turkey. International Scientific Conference “Global Changes and Regiopnal Challenges” St. Kliment Ohridski University of Sofia, 28–29 April, Sofia, Bulgaria.
  • Balgopal, M. M. and Wallece, A. M. (2009). Decisions & dilemmas: Using writing to learn activities to increase ecological literacy. The Journal Of Envıronmental Education, 40(3), 13–26.
  • Barraza, L. (2001). Environmental education in mexican schools: The primary level. The Journal of Environmental Education, 32(3), 31–36. Bradley, J.C., Walıczek, T.M. and Zajıcek, J.M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3), 17–21.
  • Bruyere, B.L., Wesson, M. and Teel, T. (2012). Incorporating environmental education into an urban after-school program in New York City. International Journal of Environmental & Science Education, 7(2), 327–341.
  • Bukova-Güzel, E. (2008). The effect of constructivist learning approach on mathematics student teachers’ mathematical thinking processes. e-Journal of New World Sciences Academy, 3(4), 678–688.
  • Buyukozturk, Ş. (2006). Data analysis for social sciences handbook. 7th edition, PegemA publishing, Ankara.
  • Coca, D. M. (2013). The influence of teaching methodologies in the learning of thermodynamics in secondary educatıon. Journal of Baltıc Science Education, 12(1), 59–72.
  • Coştu, B. (2006). Determining students' conceptual change levels: Evaporation, condessation and boiling. Doctoral Thesis, Karadenız Technical Univercity, Institute of Science & Technology, Trabzon.
  • Cutter-Mackenzie, A. (2009). Multicultural school gardens: creating engaging garden spaces in learning about language, culture, & environment. Canadian Journal of Environmental Education, 14,122–135.
  • Çalık, M., Okur, M. and Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of “sound propagation”. Journal of Science Education and Technology, 20, 729–742.
  • Çepni, S. (2010). Introduction to research and project studies. Fifth Edition, Celepler Publishment, Trabzon.
  • Čižkova, V., Čtrnactova, H. and Nečesana, T. (2009). Increasing the effectiveness of ecological education through interactive tasks. Journal of Baltic Science Education, 8(2), 110–119.
  • Çokadar, H. and Yılmaz, G.C. (2009). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education and Technology, 19, 80–89.
  • Dağ, F. and Kırıkkaya, E.B. (2012). Preparation of web-based teaching materials for natural processes in 8th grade: Different views on the material of professionals. e-Journal of New World Sciences Academy, 7(1), 212–229.
  • Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M. and Köse, S. (2006). Misconceptions about Greenhouse Effect. Internatinal Journal Of Environmental and Science Education, 1(2), 104–115.
  • Eames, C., Cowie, B. and Bolstad, R. (2008). An evaluation of characteristics of environmental education practice in New Zeal& schools. Environmental Education Research, 14(1), 35–51.
  • Erdoğan, M., Kostova, Z. and Marcinkowski, T. (2009). Components of environmental literacy in elementary science education curriculum in Bulgaria and Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 15-26.
  • Erol, G. H. and Gezer, K. (2006). Prospective of elementary school teachers’ attitudes toward environment & environmental problems. International Journal Of Environmental & Science Education, 1(1), 65–77.
  • Farmer, J. Knapp, D. and Benton, G.M. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33–42.
  • Gayford, C. (2002). Controversial environmental issues: A case study for the Professional development of science teachers, International Journal of Science Education, 24(11), 1191–1200.
  • Hoban, G., Loughran, J. and Nielsen, W. (2011). Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985–1009.
  • Hsu, S. J. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The Journal of Environmental Education, 35(2), 37–48.
  • İbrahim, R., Amin, L. and Yaacob, M. (2011). Promoting environmental literacy through general education at the university level: UKM’s experience. The International Journal of Learning, 17(12), 151–160.
  • İnel, D. and Balım, A.G. (2010). Students’ views about the use of problem based learning method ın science & technology education. Western Anatolia Journal of Educational Sciences, 1(1), 1–13.
  • Lındemann-Matthıes, P. (2002). The influence of an educational program on children’s perception of biodiversity. The Journal of Environmental Education, 33(2), 22–31.
  • Mahidin, A. M. M. and Maulan, S. (2010). Understanding children preferences of natural environment as a start for environmental sustainability. Procedia - Social & Behavioral Sciences, 38, 324 – 333.
  • Manolas, E. and Filho, W. L. (2011). The use of cooperatıve learnıng ın dıspellıng student mısconceptıons on clımate change. Journal of Baltic Science Education, 10(3), 168–182.
  • Mancl K., Carr, K. and Morrone, M. (1999). Environmental literacy of Ohio adults. Ohio Journal Science, 3, 57–61.
  • Mastrilli, T. (2005). Environmental education in Pennsylvania’s elementary teacher education programs: A Statewide Report. The Journal Of Envıronmental Education, 36(3), 22–30.
  • Meınhold, J.L. and Malkus, A.J. (2005). Can knowledge, attitudes, and self-efficacy make a difference? Envıronment And Behavıor, 37(4), 511–532.
  • Mork, S.M. (2011). An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity. Interactive Learning Environments, 19(2), 163–177.
  • Okur, E., Yalçın-Özdilek, Ş. and Şahin, Ç. (2011). The common methods used ın bıodıversıty educatıon by prımary school teachers (Çanakkale, Turkey). Journal of Theory & Practice in Education, 7(1), 142–159.
  • Orgill, M. and Thomas, M. (2007). Analogies and the 5E model. The Science Teacher, January 40–45.
  • Özgen, N. and Kahyaoğlu, M. (2011). Perception of primary school students residingiın the settlement units wıth diverse functional features on environmental problems & solution recommendations: A phenomenographic research. Electronic Journal of Social Sciences,10(38), 136–157.
  • Ramadoss, A. and Poya-moli, G. (2011). Biodiversity conservation through environmental education for sustainable development - A case study from puducherry, India. International Electronic Journal of Environmental Education, 1(2), 97–111.
  • Sadık, F. and Sarı, M. (2010). Student teachers’ attitudes towards environmental problems & their level of environmental knowledge. Çukurova Univercity Journal of Education Faculty,3(39), 129–141.
  • Sağır, Ş. U., Aslan, O. and Cansaran, A. (2008). The examination of elementary school students’ environmental knowledge & environmental attitudes with respect to the different variables. Elementary Education Online, 7(2), 496–511.
  • Sarıay, M. (2008). A study on developing a teaching program concerning impulse & momentum at the level of upper middle class. Master Thesis, Dokuz Eylül Univercity, Institute of Education Science, İzmir.
  • Sezer, A. and Tokcan, H. (2003). The effect of cooperative learning on academic achievement in geography course. Gazi Univecity Gazi Journal of Education Faculty, 23(3), 227–242.
  • She, H. C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of air pressure and buoyancy. International Journal of Science Education. 24 (9), 981–996.
  • She, H. C. (2004). Fostering radical conceptual change through dual-situated learning model. Journal of Research in Science Teaching. 41 (2), 142–164.
  • Şimşekli, Y. (2010). The original activities for environmental education & their effects on students (A Case Study in Bursa). Elementary Education Online, 9(2), 552–560.
  • Tafrova-Grigorova, A., Boiadjieva, E., Emiiov, I. and Kirova, M. (2012). Scıence teachers' attıtudes tdwards cdnstructıvıst envıronment: A Bulgarian case. Journal of Baltic Science Education, 11(2), 184–193.
  • Tanrıverdi, B. (2009). Analyzing primary school curriculum in terms of sustainable environmental education. Education & Science,, 34(151), 89–103.
  • Tatar, E., Oktay, M. and Tüysüz, C. (2010). Advantages & disadvantages of problem based learning ın chemistry education: A case study. Erzincan Univercity Journal of Education Faculty, 11(1), 95–110.
  • Taş, G. and Seçken, N. (2009). The effect of constructivist approach to the teaching of the unit journey to the inner structure of matter. e-Journal of New World Sciences Academy, 4(2), 520–533.
  • Uzun, N., Sağlam, N. and Uzun, F.V. (2008). The effect of the green class model based applied environmental education project on environmental consciousness and its retention. Ege Educational Journal, 9(1), 59–74.
  • Veeravatnanond, V. and Singseewo, A. (2010). A developmental model of environmental education school. European Journal of Social Sciences, 17(3), 391–403.
  • Welsh, A.J. (2012). Exploring undergraduates’ perceptions of the use of active learning techniques in science lectures. Journal of College Science Teaching, 42(2), 80–87.
  • Yin, R.K. (1994). Case Study Research Design & Methods, Second Edition, SAGE.
Yıl 2018, Cilt: 8 Sayı: 2, 150 - 171, 28.05.2018

Öz

Kaynakça

  • Aktepe, S. and Girgin, S. (2009). Comparison of eco-schools and other primary schools in terms of environmental education. Elementary Education Online, 8(2), 401–414.
  • Authors (2009). Developing and evaulating of teaching material concerning diffusion and osmosis concepts based on 5E model. Master Thesis, Karadenız Technical Univercity, Institute of Science & Technology, Trabzon.
  • Authors, (2013). Investigating effectiveness of environmental education modular instruction curriculum designed for grade 7th students. Doctoral Thesis, Karadeniz Technical Univercity, Institute of Education Science, Trabzon.
  • Authors, (2016). A study on the evaluation of the applicability of an environmental education modular curriculum. International Journal Of Environmental & Science Education, 11(15), 7318-7348.
  • Authors, (2015). Evaluation of secondary students' attitudes towards environment education. YYU Journal Of Education Faculty, 7(1), 29-50.
  • Authors, (2013). Effect of the 5E model on prospective teachers’ conceptual understanding of diffusion and osmosis: A mixed method approach. Journal of Science Education and Technology, 22(1), 1-10.
  • Authors, (2012b). Environmental education cause must have a separate curriculum? XI. National Teaching Education Symposium, 24–26 Mayıs, Rize. Authors, (2012c). "Human and Environment Unit of the" difficulties faced by the teaching of science and technology teachers. X. National Science and Mathematics Education Congress, 27–30 Haziran, Niğde.
  • Atasoy, E. and Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan Univercity Journal of Education Faculty, 10(1), 105–122.
  • Atasoy, E. and Yüksel, S. (2006). The role and effects of elementary environmental education and environmental consciousness during globalization in Turkey. International Scientific Conference “Global Changes and Regiopnal Challenges” St. Kliment Ohridski University of Sofia, 28–29 April, Sofia, Bulgaria.
  • Balgopal, M. M. and Wallece, A. M. (2009). Decisions & dilemmas: Using writing to learn activities to increase ecological literacy. The Journal Of Envıronmental Education, 40(3), 13–26.
  • Barraza, L. (2001). Environmental education in mexican schools: The primary level. The Journal of Environmental Education, 32(3), 31–36. Bradley, J.C., Walıczek, T.M. and Zajıcek, J.M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. Journal of Environmental Education, 30(3), 17–21.
  • Bruyere, B.L., Wesson, M. and Teel, T. (2012). Incorporating environmental education into an urban after-school program in New York City. International Journal of Environmental & Science Education, 7(2), 327–341.
  • Bukova-Güzel, E. (2008). The effect of constructivist learning approach on mathematics student teachers’ mathematical thinking processes. e-Journal of New World Sciences Academy, 3(4), 678–688.
  • Buyukozturk, Ş. (2006). Data analysis for social sciences handbook. 7th edition, PegemA publishing, Ankara.
  • Coca, D. M. (2013). The influence of teaching methodologies in the learning of thermodynamics in secondary educatıon. Journal of Baltıc Science Education, 12(1), 59–72.
  • Coştu, B. (2006). Determining students' conceptual change levels: Evaporation, condessation and boiling. Doctoral Thesis, Karadenız Technical Univercity, Institute of Science & Technology, Trabzon.
  • Cutter-Mackenzie, A. (2009). Multicultural school gardens: creating engaging garden spaces in learning about language, culture, & environment. Canadian Journal of Environmental Education, 14,122–135.
  • Çalık, M., Okur, M. and Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of “sound propagation”. Journal of Science Education and Technology, 20, 729–742.
  • Çepni, S. (2010). Introduction to research and project studies. Fifth Edition, Celepler Publishment, Trabzon.
  • Čižkova, V., Čtrnactova, H. and Nečesana, T. (2009). Increasing the effectiveness of ecological education through interactive tasks. Journal of Baltic Science Education, 8(2), 110–119.
  • Çokadar, H. and Yılmaz, G.C. (2009). Teaching ecosystems and matter cycles with creative drama activities. Journal of Science Education and Technology, 19, 80–89.
  • Dağ, F. and Kırıkkaya, E.B. (2012). Preparation of web-based teaching materials for natural processes in 8th grade: Different views on the material of professionals. e-Journal of New World Sciences Academy, 7(1), 212–229.
  • Darçın, E.S., Bozkurt, O., Hamalosmanoğlu, M. and Köse, S. (2006). Misconceptions about Greenhouse Effect. Internatinal Journal Of Environmental and Science Education, 1(2), 104–115.
  • Eames, C., Cowie, B. and Bolstad, R. (2008). An evaluation of characteristics of environmental education practice in New Zeal& schools. Environmental Education Research, 14(1), 35–51.
  • Erdoğan, M., Kostova, Z. and Marcinkowski, T. (2009). Components of environmental literacy in elementary science education curriculum in Bulgaria and Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 15-26.
  • Erol, G. H. and Gezer, K. (2006). Prospective of elementary school teachers’ attitudes toward environment & environmental problems. International Journal Of Environmental & Science Education, 1(1), 65–77.
  • Farmer, J. Knapp, D. and Benton, G.M. (2007). An elementary school environmental education field trip: long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education, 38(3), 33–42.
  • Gayford, C. (2002). Controversial environmental issues: A case study for the Professional development of science teachers, International Journal of Science Education, 24(11), 1191–1200.
  • Hoban, G., Loughran, J. and Nielsen, W. (2011). Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985–1009.
  • Hsu, S. J. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The Journal of Environmental Education, 35(2), 37–48.
  • İbrahim, R., Amin, L. and Yaacob, M. (2011). Promoting environmental literacy through general education at the university level: UKM’s experience. The International Journal of Learning, 17(12), 151–160.
  • İnel, D. and Balım, A.G. (2010). Students’ views about the use of problem based learning method ın science & technology education. Western Anatolia Journal of Educational Sciences, 1(1), 1–13.
  • Lındemann-Matthıes, P. (2002). The influence of an educational program on children’s perception of biodiversity. The Journal of Environmental Education, 33(2), 22–31.
  • Mahidin, A. M. M. and Maulan, S. (2010). Understanding children preferences of natural environment as a start for environmental sustainability. Procedia - Social & Behavioral Sciences, 38, 324 – 333.
  • Manolas, E. and Filho, W. L. (2011). The use of cooperatıve learnıng ın dıspellıng student mısconceptıons on clımate change. Journal of Baltic Science Education, 10(3), 168–182.
  • Mancl K., Carr, K. and Morrone, M. (1999). Environmental literacy of Ohio adults. Ohio Journal Science, 3, 57–61.
  • Mastrilli, T. (2005). Environmental education in Pennsylvania’s elementary teacher education programs: A Statewide Report. The Journal Of Envıronmental Education, 36(3), 22–30.
  • Meınhold, J.L. and Malkus, A.J. (2005). Can knowledge, attitudes, and self-efficacy make a difference? Envıronment And Behavıor, 37(4), 511–532.
  • Mork, S.M. (2011). An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity. Interactive Learning Environments, 19(2), 163–177.
  • Okur, E., Yalçın-Özdilek, Ş. and Şahin, Ç. (2011). The common methods used ın bıodıversıty educatıon by prımary school teachers (Çanakkale, Turkey). Journal of Theory & Practice in Education, 7(1), 142–159.
  • Orgill, M. and Thomas, M. (2007). Analogies and the 5E model. The Science Teacher, January 40–45.
  • Özgen, N. and Kahyaoğlu, M. (2011). Perception of primary school students residingiın the settlement units wıth diverse functional features on environmental problems & solution recommendations: A phenomenographic research. Electronic Journal of Social Sciences,10(38), 136–157.
  • Ramadoss, A. and Poya-moli, G. (2011). Biodiversity conservation through environmental education for sustainable development - A case study from puducherry, India. International Electronic Journal of Environmental Education, 1(2), 97–111.
  • Sadık, F. and Sarı, M. (2010). Student teachers’ attitudes towards environmental problems & their level of environmental knowledge. Çukurova Univercity Journal of Education Faculty,3(39), 129–141.
  • Sağır, Ş. U., Aslan, O. and Cansaran, A. (2008). The examination of elementary school students’ environmental knowledge & environmental attitudes with respect to the different variables. Elementary Education Online, 7(2), 496–511.
  • Sarıay, M. (2008). A study on developing a teaching program concerning impulse & momentum at the level of upper middle class. Master Thesis, Dokuz Eylül Univercity, Institute of Education Science, İzmir.
  • Sezer, A. and Tokcan, H. (2003). The effect of cooperative learning on academic achievement in geography course. Gazi Univecity Gazi Journal of Education Faculty, 23(3), 227–242.
  • She, H. C. (2002). Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of air pressure and buoyancy. International Journal of Science Education. 24 (9), 981–996.
  • She, H. C. (2004). Fostering radical conceptual change through dual-situated learning model. Journal of Research in Science Teaching. 41 (2), 142–164.
  • Şimşekli, Y. (2010). The original activities for environmental education & their effects on students (A Case Study in Bursa). Elementary Education Online, 9(2), 552–560.
  • Tafrova-Grigorova, A., Boiadjieva, E., Emiiov, I. and Kirova, M. (2012). Scıence teachers' attıtudes tdwards cdnstructıvıst envıronment: A Bulgarian case. Journal of Baltic Science Education, 11(2), 184–193.
  • Tanrıverdi, B. (2009). Analyzing primary school curriculum in terms of sustainable environmental education. Education & Science,, 34(151), 89–103.
  • Tatar, E., Oktay, M. and Tüysüz, C. (2010). Advantages & disadvantages of problem based learning ın chemistry education: A case study. Erzincan Univercity Journal of Education Faculty, 11(1), 95–110.
  • Taş, G. and Seçken, N. (2009). The effect of constructivist approach to the teaching of the unit journey to the inner structure of matter. e-Journal of New World Sciences Academy, 4(2), 520–533.
  • Uzun, N., Sağlam, N. and Uzun, F.V. (2008). The effect of the green class model based applied environmental education project on environmental consciousness and its retention. Ege Educational Journal, 9(1), 59–74.
  • Veeravatnanond, V. and Singseewo, A. (2010). A developmental model of environmental education school. European Journal of Social Sciences, 17(3), 391–403.
  • Welsh, A.J. (2012). Exploring undergraduates’ perceptions of the use of active learning techniques in science lectures. Journal of College Science Teaching, 42(2), 80–87.
  • Yin, R.K. (1994). Case Study Research Design & Methods, Second Edition, SAGE.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Bölüm Research Papers
Yazarlar

Hüseyin Artun

Tuncay Özsevgeç Bu kişi benim

Yayımlanma Tarihi 28 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 2

Kaynak Göster

APA Artun, H., & Özsevgeç, T. (2018). INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING. International Electronic Journal of Environmental Education, 8(2), 150-171.
AMA Artun H, Özsevgeç T. INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING. IEJEE-Green. Mayıs 2018;8(2):150-171.
Chicago Artun, Hüseyin, ve Tuncay Özsevgeç. “INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING”. International Electronic Journal of Environmental Education 8, sy. 2 (Mayıs 2018): 150-71.
EndNote Artun H, Özsevgeç T (01 Mayıs 2018) INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING. International Electronic Journal of Environmental Education 8 2 150–171.
IEEE H. Artun ve T. Özsevgeç, “INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING”, IEJEE-Green, c. 8, sy. 2, ss. 150–171, 2018.
ISNAD Artun, Hüseyin - Özsevgeç, Tuncay. “INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING”. International Electronic Journal of Environmental Education 8/2 (Mayıs 2018), 150-171.
JAMA Artun H, Özsevgeç T. INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING. IEJEE-Green. 2018;8:150–171.
MLA Artun, Hüseyin ve Tuncay Özsevgeç. “INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING”. International Electronic Journal of Environmental Education, c. 8, sy. 2, 2018, ss. 150-71.
Vancouver Artun H, Özsevgeç T. INFLUENCE OF ENVIRONMENTAL EDUCATION MODULAR CURRICULUM ON ACADEMIC ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING. IEJEE-Green. 2018;8(2):150-71.