Ortaöğretim Öğrencilerinin İklim Okuryazarlık Düzeyleri ve İklim Değişikliğine İlişkin Görüşleri

Year 2023, Volume: 12 Issue: 4, 673 - 690, 10.10.2023

Mehmet Ünal

https://doi.org/10.14686/buefad.1346851

Cited By: 1

Abstract

ürkiye, küresel ölçekte iklim değişikliğine karşı son derece duyarlı ve risk altında olan ülkeler arasında yer almaktadır. Ülke genelindeki yıllık sıcaklığın 2100 yılına kadar artış göstereceği tahmin edilmektedir. Bazı bölgelerde sıcaklık artışı 60 °C'ye kadar çıkabilir. Bu riskin karşısında, iklim değişikliği, etkileri ve çözümleri konusunda özellikle okullarda iklim okuryazarlığını geliştirmek için fırsatlar bulunmaktadır. Bu çerçevede çalışmada, ortaöğretim öğrencilerinin iklim okuryazarlık düzeylerini belirli değişkenler açısından incelemek ve iklim değişikliği konusundaki görüşlerini ortaya çıkarmak amaçlamaktadır. Tarama desenin uygulandığı çalışmada, toplanan verilerin analizi sonucunda, öğrencilerin iklim okuryazarlık düzeylerinin özellikle iklim farkındalığı boyutunda istenilen seviyede olmadığı ortaya çıkmıştır. Bu boyut, iklim değişikliğinin etkilerini azaltma ve önlem alma ile ilgili maddeleri içermektedir. Bununla birlikte, başka önemli bir sonuç da bazı öğrencilerin, ekonomik endişeler ve işsizlik gibi maddi sorunlar nedeniyle çevre dostu olmayan davranışları ve iklim değişikliğini azaltmaya yönelik eylemleri ikinci plana attığıdır. Ekolojik sürdürülebilirlik ve iklim eylemi için en önemli çözüm, yasal düzenlemeler yapmak ve hükümet teşvikleri ve destekleriyle ulusal eğitim çözümleri üretmektir. Okul ve ailenin iklim okuryazarlığı eğitimde yetersiz kalması sonucu dikkate alındığında, buna yönelik çalışmaların yapılması önem arz etmektedir.

Keywords

iklim, iklim okuryazarlığı, iklim değişikliği, sürdürülebilirlik, ekoloji, coğrafya, coğrafya eğitimi

The Climate Literacy Levels of Secondary School Students and Their Opinions on Climate Change

Abstract

Turkey is among the countries which is highly sensitive to climate change on a global scale and under risk. It is predicted that the annual temperature across the country will have increased by 2100. In certain regions, the temperature increase may reach up to 60 °C. Against this risk there, however, are opportunities to improve climate literacy, particularly in schools, on climate change, its impacts and solutions. In this framework, this study intends to scrutinize the climate literacy levels of secondary school students in terms of certain variables and to disclose their opinions on climate change. As a result of the analysis of the data collected in the study in which the survey design was implemented, it was found that the climate literacy levels of the students were not at the desired level, particularly in the climate awareness dimension. This dimension includes items related to minimizing the effects of climate change and taking precautions. Nevertheless, another important result is that some students lead to environmentally unfriendly behaviours and actions to mitigate climate change on the back burner owing to economic concerns and financial problems lime unemployment. The most important solution for ecological sustainability and climate action is to legislate and create national educational solutions Via government incentives and support. Considering the result that school and family are insufficient in climate literacy education, it is of importance to carry out relevant studies.

Keywords

climate, climate literacy, climate change, sustainability, ecology, geography, geography education

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