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INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS

Yıl 2018, Cilt: 8 Sayı: 2, 105 - 122, 28.05.2018

Öz

Sustainability
problems such as hunger, obesity, unhealthiness, clean water, and the
destruction of biological diversity in nature etc. has increased in this century.
All over the world, meetings, panels and summits are arranged; researchers who
are experts in the field are investigating ways to overcome these problems. Recently,
especially after importance of education in sustainable development was pointed
out in some reports such as Panel for Education for Sustainable Development
arranged in Rio in 1992 or Thessaloniki Decleration, studies has focused on
this area. To cope with these problems, in many researches it was stated that
identifying the underlying causes should be first aim. However, Teachers
generally acknowledge that sustainable development is abstract and difficult to
conceptualize. Especially, in science education, awareness of sustainable
development plays an important role. Science teachers or pre-service science teachers
who will be teacher in near future should be equipped with the necessary
competence through professional support to get over the difficulties.
Consequently, this research focused on investigating of pre-service science
teachers’ beliefs on education for sustainable development and sustainable behaviors.
The results of the study showed that pre-service science teachers are aware of
importance of ESD and considering results of awareness stage of them, their
sustainable behaviors are at good level. Additionally, it was found that
relationship between their beliefs and behaviors is moderate level. In the next
studies,
from the results of this research, studies may
be elaborated. Especially, if it is supported with semi-structured interviews
better results can be obtained to contribute related literature. One more
suggestion is that even though relationship between two variables is examined
directly, this study can be extended using some behavioral theories such as
value belief norm theory or theory of planned behavior and this indirectly
relationship can be investigated.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. The handbook of attitudes, 173(221), 31. Ajzen, I., & Fishbein, M.. (1980). Understanding Attitudes and Predicting Social Behavior. Boldero, J. (1995). The prediction of household recycling of newspapers: The role of attitudes, intentions, and situational factors. Journal of Applied Social Psychology, 25(5), 440-462. Boon, H. (2011). Beliefs and education for sustainability in rural and regional Australia. Education in Rural Australia, 21(2009), 37–54. Brundtland, G. H. (1987). World commission on environment and development (1987): Our common future. World Commission for Environment and Development. Brundtland, H. G. (1985). World Commission on environment and development. Environmental Policy and Law, 14(1), 26–30. https://doi.org/10.1016/S0378- 777X(85)80040-8 Burmeister, M., & Eilks, I. (2012). An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching. Chemistry Education Research and Practice, 13(2), 93-102. doi: 10.1039/c1rp90067f Büyüköztürk, S. (2003). Handbook of Factor Analysis for Social Sciences. (3rd press). Pegema Press, Ankara. Carrigan, M., & Attalla, A. (2001). The myth of the ethical consumer–do ethics matter in purchase behaviour?. Journal of consumer marketing, 18(7), 560-578. Chen, M. F. (2015). An examination of the value-belief-norm theory model in predicting pro- environmental behaviour in Taiwan. Asian Journal of Social Psychology, 18(2), 145– 151. https://doi.org/10.1111/ajsp.12096 Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240. Council for Environmental Education (1998) Education for Sustainable Development in the Schools Sector: A Report from the Panel for Education for Sustainable Development, Reading: Council for Environmental Education Demirci Güler, M.P. and Ö. Afacan, 2012. A study on developing a behaviour scale towards sustainable environmental education. Journal of Baltic Science Education, 11(3), 224-235. Dietz, T., Stern, P. C., & Guagnano, G. A. (1998). Social structural and social psychological bases of environmental concern . Environment and Behavior, 450(22), 1–17. Dunlap, R. E., Liere, K. D. Van, Mertig, A. G., & Jones, R. E. (2000). Measuring Endorsement of the New Ecological Paradigm : A Revised NEP Scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176 Engels, C. A. & Jacobson, S. K. (2007). Evaluating long-term effects of the golden lion tamarian environmental education program in Brazil. Reports & Research, 38(3), 3-14. EPA (2004). Inventory of US greenhouse gas emissions and sinks, 1990–2002. Feng, Z.-H., Zou, L.-L., & Wei, Y.-M. (2011). The impact of household consumption on energy use and CO2 emissions in China. Energy, 36(1), 656–670. https://doi.org/10.1016/j.energy.2010.09.049 Ferreira, J. A., Ryan, L., & Tilbury, D. (2006). Whole-school approaches to sustainability: A review of models for professional development in pre-service teacher education. Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate Research in Education (8th ed.). New York: McGraw Hill. Goldman, D., Yavetz, B., & Pe'er, S. (2006). Environmental literacy in teacher training in Israel: Environmental behavior of new students. The Journal of Environmental Education, 38(1), 3-22. Guangcheng, F. U., & Junyan, D. U. (2010). Low Carbon Lifestyle and Consumer Behavior The Concept of Low-carbon Lifestyle. In Proceedings of 2010 International Symposium on Low-carbon Economy and Technology Science (pp. 80–84). Heimlich, J. E., & Ardoin, N. M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental education research, 14(3), 215-237. Hickey, R., Whitehouse, H., & Evans, S. (2010). Preservice teachers' perceptions of sustainability as' professional practice'. AAEE National Conference committee. Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis & Synthesis of Research on Responsible Env Behavior. Journal of Environmental Education, 18(2), 1–8. Intergovernmental Panel on Climate Change (IPCC). (2014). Fifth assessment report: Climate change 2007. Cambridge, United Kingdom: Cambridge University Press. Retrieved from http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml. IPCC, (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Inter- governmental Panel on Climate Change. Geneva: IPCC. Karaarslan, G. (2016). Science Teachers As ESD Educators: An Outdoor ESD Model For Developing Systems Thinking Skills, PhD Thesis, Middle East Technical University, Institute of Social Sciences, Ankara, Turkey Keleş, Ö. (2017). Investigation of Pre-Service Science Teachers’ Sustainable Consumption Behaviors in Terms of Some Variables. European Journal of Sustainable Development, 6(3), 321-332. Ko, A., & Lee, J. (2003). Teachers’ perceptions of teaching environmental issues within the science curriculum: A Hong Kong perspective. Journal of Science Education and Technology, 12(3). Koos, S. (2011). Varieties of environmental labeling, market structures, and sustainable consumption across Europe: A comparative analysis of organizational and market supply determinants of environmentallabeled goods. Journal of Consumer Policy, 34, 127-151. Living Planet Report. (2014). https://doi.org/ISBN 978-2-940443-37-6 McMichael, A.J., Haines, A., Slooff, R., Kovats, S. (1996). Climate Change and Human Health. An Assessment by a Task Group on Behalf of the World Health Organization the World Meteorological Organization and the United Nations Environment Pro- gramme. World Health Organization, Geneva, Switzerland. Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The limits to growth. New York: Universe Books. Ministry of Development (2012). Turkey’s sustainable development plan. Claiming the future. Ankara: Ministry of Development. Ministry of Education (Milli Eğitim Bakanlığı) (2013). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara. Ministry of Education (Milli Eğitim Bakanlığı) (2017). Fen Bilimleri Dersi Öğretim Programı, (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara. MORI, (2000). “European attitudes towards corporate social responsibility”. Research for CSR Europe, MORO, London. Nordlund, A. M., & Garvill, J. (2002). Value Structure Behind Proenvironmental Behavior. Environment and Behavior, 34(6), 740–756. https://doi.org/10.1177/001391602237244 Roberts, J. A. (1996). Will the real socially responsible consumer please step forward? Business Horizons, 39, 79-83. Sagdıç, A. & Şahin, E. (2016). An assessment of Turkish elementary teachers in the context of education for sustainable development. International Electronic Journal of Environmental Education, 6(2), 141-155. Sağdıç, A., & Şahin, E. (2015). Beliefs on education for sustainable developmnet: Scale development study. Journal of Kirsehir Education Faculty, 16(3), 161–180. Sahin, E. (2016). Household Energy Conservation From Elementary Science Teacher Candidates’ Perspective. College Student Journal, 50(2), 302–313. Sandell, K., Ohman, J., & Ostman, L. (2005). Education for sustainable development: Nature, school and democracy. Lund, Sweden: Studentlitteratur Schipper, L., Bartlett, S., Hawk, D., & Vine, E. (1989). Linking Life-Styles And Energy Use: A Matter Of Time. Annual Review of Energy and the Environment, 14(1), 273–320. https://doi.org/10.1146/annurev.energy.14.1.273 Schwartz, S.H. 1977. Normative influence on altruism. In Advances in experimental psychol- ogy, (10. ed). L. Berkowitz, 222–75, New York, NY: Academic Press. Sener, A. & Hazer, O. (2008). Values and sustainable consumption behaviour of women: a Turkish sample. Sustainable Development,16(5), 291-300. Sikula, A. and A.D. Costa (1994). “Are Women more Ethical then Men”, Journal of Business Ethics, 13(11), 859-871. Skamp, K., Boyes, E., & Stanisstreet, M. (2013). Beliefs and Willingness to Act About Global Warming : Where to Focus Science Pedagogy? Science Education, 97(2), 191–217. https://doi.org/10.1002/sce.21050 Steele F. (2010 ). Mainstreaming education for sustainability in teacher education: Enablers and constraints . Canberra, Australia : Australian Research Institute in Education for Sustainability . Steg, L., Dreijerink, L., & Abrahamse, W. (2005). Factors influencing the acceptability of energy policies: A test of VBN theory. Journal of Environmental Psychology, 25(4), 415–425. https://doi.org/10.1016/j.jenvp.2005.08.003 Stern, P. C. (2000). Toward a Coherent Theory of Environmentally Significant Behavior. Journal of Social Issues, 56(3), 407–424. https://doi.org/10.1111/0022-4537.00175 Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2), 81–97. https://doi.org/10.2307/2083693 Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. (Eds.). (2015). Educating science teachers for sustainability. Springer. Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647. Summers, M., Corney, G., & Childs, A. (2004). Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists. Educational Research, 46(2), 163–182. Tsalikis, J. and M. Ortiz-Buonafina, (1990). “Ethical Beliefs’ Differences of Males and Females”, Journal of Business Ethics, 9(6), 509-517. UNECE (2011). Learning for the future. Competences in education for sustainable development. Retrieved from http://www.unece.org.unecedev.colo.iway.ch/fileadmin/DAM/env/esd/01_Typo3site/ExpertGroupCompetences.pdf UNEP. (2007). Global Environment Outlook (GEO 4): Environment for Development. UNEP (United Nations Environment Programme): Valletta. UNESCO (1997). Thessaloniki Declaration. Gland: UNESCO. UNESCO. (2006). United Nations decade of education for sustainable development 2005–2014, UNESCO. International implementation scheme. Paris, France: UNESCO United Nations Framework Convention on Climate Change (UNFCCC), 1992. Rio de Janeiro, Brazil. United Nations General Assembly. Transforming our world: the 2030 Agenda for Sustainable Development. New York: United Nations, 2015. http://www.un.org/ga/search/view_doc. asp?symbol=A/RES/70/1&Lang=E (accessed Aug 1, 2016). United Nations. Sustainable Development Goals. New York: United Nations, 2015. http://www.un.org/sustainabledevelopment/ summit/ (accessed Sept 11, 2015) Van Liere, K. D., & R. E. Dunlap (1980). The social bases of environmental concern: A review of hypotheses, explanations, and empirical evidence. Public Opinion Quarterly 44, 181–97. Vermeir, I., & Verbeke, W. (2006). Sustainable food consumption: Exploring the consumer “attitude–behavioral intention” gap. Journal of Agricultural and Environmental ethics, 19(2), 169-194. Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5(2), 177–186. Washington State OSPI (2008). Report on environmental and sustainability education. Standards for Washington state students. Retrieved from http://www.k12.wa.us/EnvironmentSustainability/pubdocs/ESEStandardsReportFTF06-30-08.pdf. Weatherell, C., Tregear, A., & Allinson, J. (2003). In search of the concerned consumer: UK public perceptions of food, farming and buying local. Journal of rural studies, 19(2), 233-244. Winter, C., & Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341–358. Wu, X., Lu, Y., Zhou, S., Chen, L., & Xu, B. (2016). Impact of climate change on human infectious diseases: Empirical evidence and human adaptation. Environment International, 86, 14–23. https://doi.org/10.1016/j.envint.2015.09.007 Zachariou, A., & Valanides, N. (2006). Education for sustainable development: The impact of an out-door program on student teachers. Science education international, 17(3), 187–203. Zelezny, L. C., Chua, P.-P. & Aldrich, C. (2000). Elaborating on gender differences in environmentalism. Journal of Social Issues, 56, 443-457.
Yıl 2018, Cilt: 8 Sayı: 2, 105 - 122, 28.05.2018

Öz

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. The handbook of attitudes, 173(221), 31. Ajzen, I., & Fishbein, M.. (1980). Understanding Attitudes and Predicting Social Behavior. Boldero, J. (1995). The prediction of household recycling of newspapers: The role of attitudes, intentions, and situational factors. Journal of Applied Social Psychology, 25(5), 440-462. Boon, H. (2011). Beliefs and education for sustainability in rural and regional Australia. Education in Rural Australia, 21(2009), 37–54. Brundtland, G. H. (1987). World commission on environment and development (1987): Our common future. World Commission for Environment and Development. Brundtland, H. G. (1985). World Commission on environment and development. Environmental Policy and Law, 14(1), 26–30. https://doi.org/10.1016/S0378- 777X(85)80040-8 Burmeister, M., & Eilks, I. (2012). An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching. Chemistry Education Research and Practice, 13(2), 93-102. doi: 10.1039/c1rp90067f Büyüköztürk, S. (2003). Handbook of Factor Analysis for Social Sciences. (3rd press). Pegema Press, Ankara. Carrigan, M., & Attalla, A. (2001). The myth of the ethical consumer–do ethics matter in purchase behaviour?. Journal of consumer marketing, 18(7), 560-578. Chen, M. F. (2015). An examination of the value-belief-norm theory model in predicting pro- environmental behaviour in Taiwan. Asian Journal of Social Psychology, 18(2), 145– 151. https://doi.org/10.1111/ajsp.12096 Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240. Council for Environmental Education (1998) Education for Sustainable Development in the Schools Sector: A Report from the Panel for Education for Sustainable Development, Reading: Council for Environmental Education Demirci Güler, M.P. and Ö. Afacan, 2012. A study on developing a behaviour scale towards sustainable environmental education. Journal of Baltic Science Education, 11(3), 224-235. Dietz, T., Stern, P. C., & Guagnano, G. A. (1998). Social structural and social psychological bases of environmental concern . Environment and Behavior, 450(22), 1–17. Dunlap, R. E., Liere, K. D. Van, Mertig, A. G., & Jones, R. E. (2000). Measuring Endorsement of the New Ecological Paradigm : A Revised NEP Scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176 Engels, C. A. & Jacobson, S. K. (2007). Evaluating long-term effects of the golden lion tamarian environmental education program in Brazil. Reports & Research, 38(3), 3-14. EPA (2004). Inventory of US greenhouse gas emissions and sinks, 1990–2002. Feng, Z.-H., Zou, L.-L., & Wei, Y.-M. (2011). The impact of household consumption on energy use and CO2 emissions in China. Energy, 36(1), 656–670. https://doi.org/10.1016/j.energy.2010.09.049 Ferreira, J. A., Ryan, L., & Tilbury, D. (2006). Whole-school approaches to sustainability: A review of models for professional development in pre-service teacher education. Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate Research in Education (8th ed.). New York: McGraw Hill. Goldman, D., Yavetz, B., & Pe'er, S. (2006). Environmental literacy in teacher training in Israel: Environmental behavior of new students. The Journal of Environmental Education, 38(1), 3-22. Guangcheng, F. U., & Junyan, D. U. (2010). Low Carbon Lifestyle and Consumer Behavior The Concept of Low-carbon Lifestyle. In Proceedings of 2010 International Symposium on Low-carbon Economy and Technology Science (pp. 80–84). Heimlich, J. E., & Ardoin, N. M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental education research, 14(3), 215-237. Hickey, R., Whitehouse, H., & Evans, S. (2010). Preservice teachers' perceptions of sustainability as' professional practice'. AAEE National Conference committee. Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis & Synthesis of Research on Responsible Env Behavior. Journal of Environmental Education, 18(2), 1–8. Intergovernmental Panel on Climate Change (IPCC). (2014). Fifth assessment report: Climate change 2007. Cambridge, United Kingdom: Cambridge University Press. Retrieved from http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml. IPCC, (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Inter- governmental Panel on Climate Change. Geneva: IPCC. Karaarslan, G. (2016). Science Teachers As ESD Educators: An Outdoor ESD Model For Developing Systems Thinking Skills, PhD Thesis, Middle East Technical University, Institute of Social Sciences, Ankara, Turkey Keleş, Ö. (2017). Investigation of Pre-Service Science Teachers’ Sustainable Consumption Behaviors in Terms of Some Variables. European Journal of Sustainable Development, 6(3), 321-332. Ko, A., & Lee, J. (2003). Teachers’ perceptions of teaching environmental issues within the science curriculum: A Hong Kong perspective. Journal of Science Education and Technology, 12(3). Koos, S. (2011). Varieties of environmental labeling, market structures, and sustainable consumption across Europe: A comparative analysis of organizational and market supply determinants of environmentallabeled goods. Journal of Consumer Policy, 34, 127-151. Living Planet Report. (2014). https://doi.org/ISBN 978-2-940443-37-6 McMichael, A.J., Haines, A., Slooff, R., Kovats, S. (1996). Climate Change and Human Health. An Assessment by a Task Group on Behalf of the World Health Organization the World Meteorological Organization and the United Nations Environment Pro- gramme. World Health Organization, Geneva, Switzerland. Meadows, D. H., Meadows, D. L., Randers, J., & Behrens, W. W. (1972). The limits to growth. New York: Universe Books. Ministry of Development (2012). Turkey’s sustainable development plan. Claiming the future. Ankara: Ministry of Development. Ministry of Education (Milli Eğitim Bakanlığı) (2013). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara. Ministry of Education (Milli Eğitim Bakanlığı) (2017). Fen Bilimleri Dersi Öğretim Programı, (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara. MORI, (2000). “European attitudes towards corporate social responsibility”. Research for CSR Europe, MORO, London. Nordlund, A. M., & Garvill, J. (2002). Value Structure Behind Proenvironmental Behavior. Environment and Behavior, 34(6), 740–756. https://doi.org/10.1177/001391602237244 Roberts, J. A. (1996). Will the real socially responsible consumer please step forward? Business Horizons, 39, 79-83. Sagdıç, A. & Şahin, E. (2016). An assessment of Turkish elementary teachers in the context of education for sustainable development. International Electronic Journal of Environmental Education, 6(2), 141-155. Sağdıç, A., & Şahin, E. (2015). Beliefs on education for sustainable developmnet: Scale development study. Journal of Kirsehir Education Faculty, 16(3), 161–180. Sahin, E. (2016). Household Energy Conservation From Elementary Science Teacher Candidates’ Perspective. College Student Journal, 50(2), 302–313. Sandell, K., Ohman, J., & Ostman, L. (2005). Education for sustainable development: Nature, school and democracy. Lund, Sweden: Studentlitteratur Schipper, L., Bartlett, S., Hawk, D., & Vine, E. (1989). Linking Life-Styles And Energy Use: A Matter Of Time. Annual Review of Energy and the Environment, 14(1), 273–320. https://doi.org/10.1146/annurev.energy.14.1.273 Schwartz, S.H. 1977. Normative influence on altruism. In Advances in experimental psychol- ogy, (10. ed). L. Berkowitz, 222–75, New York, NY: Academic Press. Sener, A. & Hazer, O. (2008). Values and sustainable consumption behaviour of women: a Turkish sample. Sustainable Development,16(5), 291-300. Sikula, A. and A.D. Costa (1994). “Are Women more Ethical then Men”, Journal of Business Ethics, 13(11), 859-871. Skamp, K., Boyes, E., & Stanisstreet, M. (2013). Beliefs and Willingness to Act About Global Warming : Where to Focus Science Pedagogy? Science Education, 97(2), 191–217. https://doi.org/10.1002/sce.21050 Steele F. (2010 ). Mainstreaming education for sustainability in teacher education: Enablers and constraints . Canberra, Australia : Australian Research Institute in Education for Sustainability . Steg, L., Dreijerink, L., & Abrahamse, W. (2005). Factors influencing the acceptability of energy policies: A test of VBN theory. Journal of Environmental Psychology, 25(4), 415–425. https://doi.org/10.1016/j.jenvp.2005.08.003 Stern, P. C. (2000). Toward a Coherent Theory of Environmentally Significant Behavior. Journal of Social Issues, 56(3), 407–424. https://doi.org/10.1111/0022-4537.00175 Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2), 81–97. https://doi.org/10.2307/2083693 Stratton, S., Hagevik, R., Feldman, A., & Bloom, M. (Eds.). (2015). Educating science teachers for sustainability. Springer. Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647. Summers, M., Corney, G., & Childs, A. (2004). Student teachers’ conceptions of sustainable development: the starting-points of geographers and scientists. Educational Research, 46(2), 163–182. Tsalikis, J. and M. Ortiz-Buonafina, (1990). “Ethical Beliefs’ Differences of Males and Females”, Journal of Business Ethics, 9(6), 509-517. UNECE (2011). Learning for the future. Competences in education for sustainable development. Retrieved from http://www.unece.org.unecedev.colo.iway.ch/fileadmin/DAM/env/esd/01_Typo3site/ExpertGroupCompetences.pdf UNEP. (2007). Global Environment Outlook (GEO 4): Environment for Development. UNEP (United Nations Environment Programme): Valletta. UNESCO (1997). Thessaloniki Declaration. Gland: UNESCO. UNESCO. (2006). United Nations decade of education for sustainable development 2005–2014, UNESCO. International implementation scheme. Paris, France: UNESCO United Nations Framework Convention on Climate Change (UNFCCC), 1992. Rio de Janeiro, Brazil. United Nations General Assembly. Transforming our world: the 2030 Agenda for Sustainable Development. New York: United Nations, 2015. http://www.un.org/ga/search/view_doc. asp?symbol=A/RES/70/1&Lang=E (accessed Aug 1, 2016). United Nations. Sustainable Development Goals. New York: United Nations, 2015. http://www.un.org/sustainabledevelopment/ summit/ (accessed Sept 11, 2015) Van Liere, K. D., & R. E. Dunlap (1980). The social bases of environmental concern: A review of hypotheses, explanations, and empirical evidence. Public Opinion Quarterly 44, 181–97. Vermeir, I., & Verbeke, W. (2006). Sustainable food consumption: Exploring the consumer “attitude–behavioral intention” gap. Journal of Agricultural and Environmental ethics, 19(2), 169-194. Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5(2), 177–186. Washington State OSPI (2008). Report on environmental and sustainability education. Standards for Washington state students. Retrieved from http://www.k12.wa.us/EnvironmentSustainability/pubdocs/ESEStandardsReportFTF06-30-08.pdf. Weatherell, C., Tregear, A., & Allinson, J. (2003). In search of the concerned consumer: UK public perceptions of food, farming and buying local. Journal of rural studies, 19(2), 233-244. Winter, C., & Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341–358. Wu, X., Lu, Y., Zhou, S., Chen, L., & Xu, B. (2016). Impact of climate change on human infectious diseases: Empirical evidence and human adaptation. Environment International, 86, 14–23. https://doi.org/10.1016/j.envint.2015.09.007 Zachariou, A., & Valanides, N. (2006). Education for sustainable development: The impact of an out-door program on student teachers. Science education international, 17(3), 187–203. Zelezny, L. C., Chua, P.-P. & Aldrich, C. (2000). Elaborating on gender differences in environmentalism. Journal of Social Issues, 56, 443-457.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Research Papers
Yazarlar

Hüseyin Ates

Kibar Sungur Gul

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

Kaynak Göster

APA Ates, H., & Sungur Gul, K. (2018). INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. International Electronic Journal of Environmental Education, 8(2), 105-122.
AMA Ates H, Sungur Gul K. INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. IEJEE-Green. Mayıs 2018;8(2):105-122.
Chicago Ates, Hüseyin, ve Kibar Sungur Gul. “INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS”. International Electronic Journal of Environmental Education 8, sy. 2 (Mayıs 2018): 105-22.
EndNote Ates H, Sungur Gul K (01 Mayıs 2018) INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. International Electronic Journal of Environmental Education 8 2 105–122.
IEEE H. Ates ve K. Sungur Gul, “INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS”, IEJEE-Green, c. 8, sy. 2, ss. 105–122, 2018.
ISNAD Ates, Hüseyin - Sungur Gul, Kibar. “INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS”. International Electronic Journal of Environmental Education 8/2 (Mayıs 2018), 105-122.
JAMA Ates H, Sungur Gul K. INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. IEJEE-Green. 2018;8:105–122.
MLA Ates, Hüseyin ve Kibar Sungur Gul. “INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS”. International Electronic Journal of Environmental Education, c. 8, sy. 2, 2018, ss. 105-22.
Vancouver Ates H, Sungur Gul K. INVESTIGATING OF PRE-SERVICE SCIENCE TEACHERS’ BELIEFS ON EDUCATION FOR SUSTAINABLE DEVELOPMENT AND SUSTAINABLE BEHAVIORS. IEJEE-Green. 2018;8(2):105-22.