Öğretmen Adaylarının İklim Değişikliğine İlişkin Umutları: Cinsiyet ve Branş Bir Fark Yaratır mı?

Year 2024, Volume: 53 Issue: 2, 594 - 623, 29.08.2024

Sakip Kahraman

https://doi.org/10.14812/cuefd.1274014

Abstract

Araştırmanın kapsamı iki yönlüdür: (1) Üç farklı branşta kayıtlı öğretmen adaylarının iklim değişikliği umutlarını belirlemek; (2) Branş ve cinsiyetin katılımcıların iklim değişikliğine dair umutları üzerindeki etkisini araştırmak. Tarama yönteminin izlendiği çalışmanın verileri “İklim Değişikliği Umut Ölçeği - İDUÖ” kullanılarak toplanmıştır. İlk olarak, 336 öğretmen adayından elde edilen veriler, İDUÖ'nün Türkçe versiyonunun geçerli ve güvenilir olup olmadığını değerlendirmek için kullanılmıştır. Sonuçlar, İDUÖ'nün öğretmen adaylarının iklim değişikliğine dair umutlarını ölçmek için geçerli bir araç olarak kullanılabileceğini göstermiştir. Güvenirlik katsayısı .82 olarak bulunmuştur. İDUÖ daha sonra Türkiye'deki farklı üniversitelerde kayıtlı 859 öğretmen adayına uygulanmıştır. Veriler, iki yönlü ANOVA, tek yönlü ANOVA ve kontrast komutu kullanılarak analiz edilmiştir. Fen Bilgisi Eğitimi Anabilim Dalı’na kayıtlı kadın ve erkek öğretmen adayları arasında iklim değişikliği umudunda kadın öğretmen adayları lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Bununla birlikte, diğer branşlardaki basit etkilerin anlamlı olmadığı tespit edilmiştir. Bu sonuç hem sınıf eğitimi hem de okul öncesi eğitimine kayıtlı öğretmen adayları için kadın ve erkeklerin benzer iklim değişikliği umut puanlarına sahip olduğunu göstermektedir.

Keywords

Umut, İklim Değişikliği, Öğretmen Adayları, Cinsiyet, Branş

Pre-service Teachers’ Hope about Climate Change: Do Gender and Major Make a Difference?

Abstract

The scope of the research was two-fold: (1) to determine climate change hope of pre-service teachers enrolled in three majors; (2) to investigate the effect of major and gender on their hope about climate change. The data of the study, which followed the survey method, were gathered utilizing the “Climate Change Hope Scale - CCHS”. First, the data from 336 pre-service teachers were used to assess whether the Turkish version of the CCHS was valid and reliable. The results indicated that it could be used as a valid instrument to measure pre-service teachers’ hope about climate change. The reliability coefficient was found to be .82. The CCHS was then administered to 859 pre-service teachers enrolled at different universities in Turkey. The data were analyzed using two-way ANOVA, one-way ANOVA, and contrast command. A statistically significant difference in climate change hope between female and male pre-service teachers enrolled in science education was found, in favor of females. However, simple effects in the other majors were not significant, indicating that for pre-service teachers enrolled in both primary school education and pre-school education, females and males had similar climate change hope scores.

Keywords

Hope, Climate Change, Pre-service Teachers, Gender, Major

References

• ACS Climate Science Working Group (n.d.). What are the greenhouse gas changes since the industrial revolution? Retrieved July 25, 2021, from https://www.acs.org/content/acs/en/climatescience/greenhousegases/industrialrevolution.html
• Albert, I., & Trommsdorff, G. (2014). The role of culture in social development over the life span: an interpersonal relations approach. Online Readings in Psychology and Culture, 6(2), 1-30 https://doi.org/10.9707/2307-0919.1057
• Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education, 15(3), 210-223. https://doi.org/10.2167/irgee193.0
• Ardoin, N. M., & Bowers, A. W. (2020). Early childhood environmental education: A systematic review of the research literature. Educational Research Review, 31, 100353. https://doi.org/10.1016/j.edurev.2020.100353
• Arora-Jonsson, S. (2011). Virtue and vulnerability: Discourses on women, gender and climate change. Global Environmental Change, 21(2), 744-751. https://doi.org/10.1016/j.gloenvcha.2011.01.005
• Atkinson, J. (2017, April 10). What is earth’s energy budget? Five questions with a guy who knows. https://www.nasa.gov/feature/langley/what-is-earth-s-energy-budget-five-questions-with-a-guy-who-knows
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
• Blocker, T. J., & Eckberg, D. L. (1997). Gender and environmentalism: Results from the 1993 general social survey. Social Science Quarterly, 78(4), 841-858. https://www.jstor.org/stable/42863735
• Boon, H., (2014). Teachers and the communication of climate change science: a critical partnership in Australia. Procedia – Social and Behavioral Sciences, 116, 1006-1010. https://doi.org/ 10.1016/j.sbspro.2014.01.336
• Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183-201. https://doi.org/10.1080/00958964.2015.1028517
• Carter, M. J. (2014). Gender socialization and identity theory. Social Sciences, 3(2), 242-263. https://doi.org/10.3390/socsci3020242
• Cavas, B., Cavas, P., Tekkaya, C., Cakiroglu, J., & Kesercioglu, T. (2009). Turkish students' views on environmental challenges with respect to gender: An analysis of ROSE data. Science Education International, 20(1-2), 69-78.
• Chisnall, P. (1997). Marketing Research (5th ed.). McGraw-Hill, Berkshire, UK.
• Connell, S., J. Fien, J. Lee, H. Sykes, & D. Yencken. (1999). If it doesn’t directly affect you, you don’t think about it: A qualitative study of young people’s environmental attitudes in two Australian cities. Environmental Education Research, 5(1), 95–113. https://doi.org/10.1080/1350462990050106
• Council of Higher Education [YÖK] (n.d.). New undergraduate teacher development programs. Retrieved January, 05, 2024 from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
• Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). SAGE Publications.
• Dada, D. O., Eames, C., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222. https://doi.org/10.1017/aee.2017.27
• Echavarren, J. M. (2023). The gender gap in environmental concern: support for an ecofeminist perspective and the role of gender egalitarian attitudes. Sex Roles, 89(9), 610-623. https://doi.org/10.1007/s11199-023-01397-3
• Ergun, S. J., Khan, M. U., & Rivas, M. F. (2021). Factors affecting climate change concern in Pakistan: Are there rural/urban differences? Environmental Science and Pollution Research, 28, 34553–34569. https://doi.org/10.1007/s11356-021-13082-7
• Favier, T., Van Gorp, B., Cyvin, J. B., & Cyvin, J. (2021). Learning to teach climate change: students in teacher training and their progression in pedagogical content knowledge. Journal of Geography in Higher Education, 45(4), 594-620. https://doi.org/10.1080/03098265.2021.1900080
• Field, A. P. (2009). Discovering statistics using SPSS. London, England: SAGE.
• Frick, J., Kaiser, F. G., & Wilson, M. (2004). Environmental knowledge and conservation behavior: Exploring prevalence and structure in a representative sample. Personality and Individual Differences, 37(8), 1597-1613. https://doi.org/10.1016/j.paid.2004.02.015
• Fritze, J. G., Blashki, G. A., Burke, S., & Wiseman, J. (2008). Hope, despair and transformation: climate change and the promotion of mental health and wellbeing. International Journal of Mental Health Systems, 2(1), 1-10. https://doi.org/10.1186/1752-4458-2-13
• George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 step by step: A simple guide and reference. Routledge.
• Gezer, M., & Ilhan, M. (2020). Climate Change Hope Scale: A study of adaptation to Turkish [İklim değişikliğinin önlenmesine yönelik umut ölçeği: Türkçeye uyarlama çalışması]. Mediterranean Journal of Educational Research, 14(34), 337-356. https://doi.org/10.29329/mjer.2020.322.16
• Gillett, N. P., Weaver, A. J., Zwiers, F. W., & Flannigan, M. D. (2004). Detecting the effect of climate change on Canadian forest fires. Geophysical Research Letters, 31(18), 1-4. https://doi.org/10.1029/2004GL020876
• Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences (8th ed.). Wadsworth Cengage Learning.
• Gunsen, G. (2023). Investigation of the effect of environmental education activities on preschool teacher candidates' ecological footprint awareness and environmental awareness levels of interest. International Journal of Primary Education Studies, 4(1), 1-13. https://doi.org/10.59062/ijpes.1233687
• Haines, A., Kovats, R. S., Campbell-Lendrum, D., & Corvalán, C. (2006). Climate change and human health: Impacts, vulnerability and public health. Public Health, 120(7), 585-596. https://doi.org/10.1016/j.puhe.2006.01.002
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
• Intergovernmental Panel on Climate Change [IPCC] (2008). Climate change 2007: Synthesis report. Geneva: World Meteorological Organization. https://www.ipcc.ch/site/assets/uploads/2018/02/ar4_syr_full_report.pdf
• Kaiser, F. G., & Fuhrer, U. (2003). Ecological behavior's dependency on different forms of knowledge. Applied Psychology, 52(4), 598-613. https://doi.org/10.1111/1464-0597.00153
• Kenny, D. A. (2014). Measuring model fit. Retrieved February 1, 2015, from http://davidakenny.net/cm/fit.htm
• Kim, K. H., Kabir, E., & Ara Jahan, S. (2014). A review of the consequences of global climate change on human health. Journal of Environmental Science and Health, Part C, 32(3), 299-318. https://doi.org/10.1080/10590501.2014.941279
• Kline, R. B. (2011). Principals and practice of structural equation modeling (3rd ed.). New York: Guilford.
• Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8(3), 239-260. https://doi.org/10.1080/13504620220145401
• Kurup, P. M., Levinson, R., & Li, X. (2021). Informed-decision regarding global warming and climate change among high school students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education, 21(1), 166-185. https://doi.org/10.1007/s42330-020-00123-5
• Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458-462. https://doi.org/10.1038/s41558-019-0463-3
• Lee, E., Park, N. K., & Han, J. H. (2013). Gender difference in environmental attitude and behaviors in adoption of energy-efficient lighting at home. Journal of Sustainable Development, 6(9), 36-50. https://doi.org/10.5539/jsd.v6n9p36
• Leech, N. L., Barrett, K. C. & Morgan, G. A. (2005). SPSS for intermediate statistics, use and interpretation (2nd ed.). Lawrence Erlbaum Associates Inc., Mahwah
• Lewis, G. B., Palm, R., & Feng, B. (2019). Cross-national variation in determinants of climate change concern. Environmental Politics, 28(5), 793-821. https://doi.org/10.1080/09644016.2018.1512261
• Li, C., & Monroe, M. C. (2018). Development and validation of the climate change hope scale for high school students. Environment and Behavior, 50(4), 454-479. https://doi.org/10.1177/0013916517708325
• Li, C. J., & Monroe, M. C. (2019). Exploring the essential psychological factors in fostering hope concerning climate change. Environmental Education Research, 25(6), 936-954. https://doi.org/10.1080/13504622.2017.1367916
• Lopez, J. J. D., & Malay, C. A. (2019). Awareness and attitude towards climate change of selected senior high students in Cavite, Philippines. Asia Pacific Journal of Multidisciplinary Research, 7(2 Part III), 56-62.
• MacGregor, S. (2010). ‘Gender and climate change’: from impacts to discourses. Journal of the Indian Ocean Region, 6(2), 223-238. https://doi.org/10.1080/19480881.2010.536669
• Maartensson, H., & Loi, N. M. (2022). Exploring the relationship between risk perception, behavioural willingness, and constructive hope in pro-environmental behaviour. Environmental Education Research, 28(4), 600-613. https://doi.org/10.1080/13504622.2021.2015295
• McCright, A. M. (2010). The effects of gender on climate change knowledge and concern in the American public. Population and Environment, 32(1), 66-87. https://doi.org/10.1007/s11111-010-0113-1
• McCright, A. M., & Xiao, C. (2014). Gender and environmental concern: Insights from recent work and for future research. Society & Natural Resources, 27(10), 1109-1113. https://doi.org/10.1080/08941920.2014.918235
• McGeer, V. (2004). The art of good hope. The Annals of the American Academy of Political and Social Science, 592, 100-127.
• McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence based inquiry (6th ed.). New York, Pearson Education.
• Michail, S., Stamou, A. G., & Stamou, G. P. (2007). Greek primary school teachers' understanding of current environmental issues: An exploration of their environmental knowledge and images of nature. Science Education, 91(2), 244-259. https://doi.org/10.1002/sce.20185
• Mitchell, J. F. B. (1989). The “Greenhouse” effect and climate change. Reviews of Geophysics, 27(1), 115-139. https://doi.org/10.1029/RG027i001p00115
• Mohai, P. (1997). Gender differences in the perception of most important environmental problems. Race, Gender & Class, 5(1), 153-169. https://www.jstor.org/stable/41674853
• Mostafa, M. M. (2007). Gender difference in Egytian consumers’ green purchase behaviour: The effects of environmental knowledge, concern and attitude. International Journal of Consumer Studies, 31(3), 220-229. https://doi.org/10.1111/j.1470-6431.2006.00523.x
• Moulden, H. M., & Marshall, W. L. (2005). Hope in the treatment of sexual offenders: The potential application of hope theory. Psychology, Crime & Law, 11(3), 329-342. https://doi.org/10.1080/10683160512331316361
• Nicholls, J. A. (2016). Understanding how Queensland teachers' views on climate change and climate change education shape their reported practices [Doctoral dissertation, James Cook University].
• Ojala, M. (2012a). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18(5), 625-642. https://doi.org/10.1080/13504622.2011.637157
• Ojala, M. (2012b). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental and Science Education, 7(4), 537–561.
• Ojala, M. (2013). Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD). Journal of Education for Sustainable Development, 7(2), 167-182. https://doi.org/10.1177/0973408214526488
• Ojala, M. (2015). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46(3), 133-148. https://doi.org/10.1080/00958964.2015.1021662
• Ojala, M. (2017). Hope and anticipation in education for a sustainable future. Futures, 94, 76-84. https://doi.org/10.1016/j.futures.2016.10.004
• Olli, E., Grendstad, G., & Wollebaek, D. (2001). Correlates of environmental behaviors: Bringing back social context. Environment and Behavior, 33(2), 181-208. https://doi.org/10.1177/0013916501332002
• Ratinen, I., & Uusiautti, S. (2020). Finnish students’ knowledge of climate change mitigation and its connection to hope. Sustainability, 12(6), 2181. https://doi.org/10.3390/educsci11030103
• Rousell, D., & Cutter-Mackenzie-Knowles, A. (2020). A systematic review of climate change education: Giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Children's Geographies, 18(2), 191-208. https://doi.org/10.1080/14733285.2019.1614532
• Schahn, J., & Holzer, E. (1990). Studies of individual environmental concern: The role of knowledge, gender, and background variables. Environment and Behavior 22(6), 767-786. https://doi.org/10.1177/0013916590226003
• Singh, B. R. & Singh, O. (2012). Study of impacts of global warming on climate change: Rise in sea level and disaster frequency. In B. R. Singh (Eds.), Global warming: Impacts and future perspective (pp. 93-117). IntechOpen. http://dx.doi.org.10.5772/50464
• Snyder, C. R. (1994). The psychology of hope. New York: Free Press.
• Snyder, C. R. (1995). Conceptualizing, measuring and nurturing hope. Journal of Counseling and Development, 73(3), 355-360. https://doi.org/10.1002/j.1556-6676.1995.tb01764.x
• Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249-275. https://doi.org/10.1207/S15327965PLI1304_01
• Snyder, C. R., Ilardi, S. S., Cheavens, J., Michael, S. T., Yamhure, L., & Sympson, S. (2000). The role of hope in cognitive-behavior therapies. Cognitive Therapy and Research, 24(6), 747-762. https://doi.org/10.1023/A:1005547730153
• Snyder, C. R., Irving, L. M., & Anderson, J. R. (1991). “Hope and Health.” In Handbook of Social and Clinical Psychology: The Health Perspective, edited by C. R. Snyder and D. R. Forsyth, 285–305. Elmsford, NY: Pergamon Press.
• Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122-139. https://doi.org/10.1521/scpq.18.2.122.21854
• Snyder, C. R., Rand, K. L., King, E. A., Feldman, D. B., & Woodward, J. T. (2002). “False” hope. Journal of Clinical Psychology, 58, 1003-1022. https://doi.org/10.1002/jclp.10096
• Snyder, C. R., Rand, K. L., & Sigmon D. R. (2001). Hope theory: A member of the positive psychology family. In Snyder C. R. & Lopez S. J. (Eds). Handbook of Positive Psychology, (pp. 257–276). Oxford University Press.
• Stevenson, K., & Peterson, N. (2016). Motivating action through fostering climate change hope and concern and avoiding despair among adolescents. Sustainability, 8(1), 6. https://doi.org/10.3390/su8010006
• Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What is climate change education?. Curriculum Perspectives, 37, 67-71. https://doi.org/10.1007/s41297-017-0015-9
• Strapko, N., Hempel, L., MacIlroy, K., & Smith, K. (2016). Gender differences in environmental concern: Reevaluating gender socialization. Society & Natural Resources, 29(9), 1015-1031. https://doi.org/10.1080/08941920.2016.1138563
• Sundström, A., & McCright, A. M. (2014). Gender differences in environmental concern among Swedish citizens and politicians. Environmental Politics, 23(6), 1082-1095. https://doi.org/10.1080/09644016.2014.921462
• Swim, J. K., & Fraser, J. (2013). Fostering hope in climate change educators. Journal of Museum Education, 38(3), 286-297. https://doi.org/10.1080/10598650.2013.11510781
• Tikka, P.M., Kuitunen, M.T., & Tynys, S.M. (2000). Effect of educational background on students’ attitude, activity levels and knowledge concerning environment. The Journal of Environmental Education, 31, 12-9. https://doi.org/10.1080/00958960009598640
• Tolppanen, S., Claudelin, A., & Kang, J. (2021). Pre-service teachers’ knowledge and perceptions of the impact of mitigative climate actions and their willingness to act. Research in Science Education, 51, 1629-1649. https://doi.org/10.1007/s11165-020-09921-1
• Tucci, J., Mitchell, J., & Goddard, C. (2007). Children’s fears, hopes and heroes: Modern childhood in Australia. Australian Childhood Foundation
• Twain, M. (n.d.). Overview: Weather, global warming and climate change. https://climate.nasa.gov/resources/global-warming-vs-climate-change/
• van Zomeren, M., Pauls, I. L., & Cohen-Chen, S. (2019). Is hope good for motivating collective action in the context of climate change? Differentiating hope’s emotion-and problem-focused coping functions. Global Environmental Change, 58, 101915. https://doi.org/10.1016/j.gloenvcha.2019.04.003
• Vicente-Molina, M. A., Fernández-Sáinz, A., & Izagirre-Olaizola, J. (2013). Environmental knowledge and other variables affecting pro-environmental behaviour: Comparison of university students from emerging and advanced countries. Journal of Cleaner Production, 61, 130-138. https://doi.org/10.1016/j.jclepro.2013.05.015
• Xiao, C., & Hong, D. (2010). Gender differences in environmental behaviors in China. Population and Environment, 32, 88-104. https://doi.org/10.1007/s11111-010-0115-z
• Xiao, C., & McCright, A. M. (2012). Explaining gender differences in concern about environmental problems in the United States. Society & Natural Resources, 25(11), 1067-1084. https://doi.org/10.1080/08941920.2011.651191