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The Relationship between Pre-Service Early Childhood Teachers’ Environmental Education Self-Efficacy Beliefs and Their Attitudes towards Sustainable Environment

Year 2021, Volume: 6 Issue: 2, 431 - 441, 19.10.2021
https://doi.org/10.53506/egitim.901759

Abstract

The main purpose of this study is to examine the relationship between pre-service early childhood teachers’ environmental education self-efficacy beliefs and their attitudes towards sustainable environment. This research was conducted with a total of 129 pre-service early childhood teachers in a public university of Ankara, Turkey. To collect the data of pre-service teachers’ attitudes toward sustainable environment, Sustainable Environment Attitude Scale (SEAS) was employed. Besides, Environmental Education Self-Efficacy Scale (EESS) was used to identify pre-service teachers’ self-efficacy beliefs about environmental education. To analyze the data, independent sample t-test analysis was conducted for comparison of groups. Moreover, one-way analysis of variances (ANOVA) was executed for contrasting groups in terms of grade level. Lastly, the Pearson’s correlation was employed to investigate the relationship between environmental education self-efficacy beliefs and sustainable environment attitudes. Results showed that there is a statistically significant relationship between pre-service teachers’ environmental education self-efficacy beliefs and their attitudes toward sustainable environment.

References

  • Aydın, F., & Ünaldı, Ü. E. (2013). Coğrafya öğretmen adaylarının sürdürülebilir çevreye yönelik tutumları. Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(1), 11-42.
  • Ballantyne, R., & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: What is the state of the game? Environmental Education Research, 11(3), 281-295.
  • Bixler, R. D., Carlisle, C. L., Hammitt, W. E., & Floyd, M. F. (1994). Observed fears and discomforts among urban students on field trips to wildland areas. The Journal of Environmental Education, 26(1), 24-33.
  • Boileau, E. Y. S. (2014). Young Voices: The challenges and opportunities that arise in early childhood environmental education research. Canadian Journal of Environmental Education (CJEE), 18, 142-154.
  • Brundtland, G. H. (1987). Report of the world commission on environment and development: “Our common future.". United Nations.
  • Carson, R., & Kelsh, N. (1998). The sense of wonder. New York, USA: Harper Collins Publishers.
  • Checkley, K. (1997). The first seven... and the eighth: A conversation with Howard Gardner. Educational Leadership, 55(1), 8-13.
  • Cohen, J. (1998). Statistical power analysis for the behavioral sciences. Hillsdale, NJ:Erlbaum
  • Crim, C., Desjean-Perrotta, B., & Moseley, C. (2008). Partnerships gone wild: Preparing teachers of young children to teach about the natural world. Childhood Education, 85(1), 6-12.
  • Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm ‘in environmental education (part one). Environmental Education Research, 9(4), 497-524.
  • Çimen, H., & Benzer, S. (2019). Fen bilgisi ve sınıf öğretmen adaylarının sürdürülebilir çevreye yönelik tutumlarının incelenmesi. İnsan ve İnsan, 6(21), 525-542.
  • Davis, J. (2009). Revealing the research ‘hole’of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227- 241.
  • De Winter, J. F. C., & Dodou, D. (2010). Five-point likert items: T test versus Mann-Whitney-Wilcoxon. Practical Assessment, Research, and Evaluation, 15(1), 11.
  • Duhn, I. (2012). Making ‘place’ for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19–29.
  • Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
  • Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education? International Journal of Early Childhood, 45(3), 327-346.
  • Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers' knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32-46.
  • Ernst, J., & Tornabene, L. (2012). Pre-service early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643-664.
  • Evans, N., Whitehouse, H., & Hickey, R. (2012). Pre-service teachers' conceptions of education for sustainability. Australian Journal of Teacher Education, 37(7), 1-12.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2013). How to design and evaluate research in education. New York: McGraw-Hill.
  • Independent Earth Charter Commission. (2012). The earth charter. Retrieved from http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html
  • Liu, L. (2011). Where in the world of sustainability education is US geography? Journal of Geography in Higher Education, 35(2), 245–263.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin.
  • Mustard, F. (2000). Early childhood development: The base for a learning society. In HRDC/OECD Meeting, December (Vol.7). Retrieved from http://www.oecd.org/education/school/31551283.pdf
  • Müsteşarlığı, T. Ç. (1990). Türkiye Çevre Eğitim ve Öğretimi Ulusal Çevre Stratejisi ve Uygulama Planları Semineri. Ankara: Devlet Planlama Teşkilatı
  • Özer, U. (1993). Yükseköğretimde çevre için eğitim ve çevre eğitimi. Ankara: Çevre Vakfı Yayını.
  • Özlü, G., Keskin, M. Ö., & Gül, A. (2013). Çevre eğitimi öz-yeterlik ölçeği geliştirilmesi: Geçerlik ve güvenirlik çalışması. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 33(2).
  • Pearson, E., & Degotardi, S. (2009). Education for sustainable development in early childhood education: A global solution to local concerns. International Journal of Early Childhood, 419, 97–111.
  • Rutter, M. (2002). The interplay of nature, nurture, and developmental influences: The challenge ahead for mental health. Archives of General Psychiatry, 59(11), 996-1000.
  • Sadık, F. (2013). Investigating environmental attitudes and knowledge levels of teacher candidates in terms of different variables. Pegem Eğitim ve Öğretim Dergisi, 3(4), 69-82.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23-31.
  • Symons, G. (2008). Practice, barriers and enablers in esd and ee: A review of the research. Shrewsbury: Council for Environmental Education.
  • Tavsancıl, E. (2006). Tutumların ölçülmesii ve SPSS ile veri analizi.(3. Baskı). Ankara: Nobel Yayıncılık.
  • The North American Association for Environmental Education. (2010). Early childhood environmental education programs: Guidelines for excellence. Retrieved from https://naaee.org/eepro/publication/early-childhood-environmental-educationprograms-guidelines-excellence
  • Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324-347.
  • Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators' perceptions of nature, science, and environmental education. Early Education &Development, 24(5), 721-743.
  • Ull, M. A., Martínez-Agut, M. P., Piñero, A., & Aznar-Minguet, P. (2014). Perceptions and attitudes of students of teacher-training towards environment and sustainability. Procedia-Social and Behavioral Sciences, 131, 453-457.
  • Uludağ, G., Karademir, A. H., & Cingi, M. A. (2017). Okul öncesi öğretmen adaylarının sürdürülebilir çevreye ilişkin davranış düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 120-136.
  • Wilson, R. A. (2009). The color green: A 'go' for peace education. Exchange: The Early Childhood Leaders' Magazine Since 1978, (187).
  • Yıldız, Ş. (2011). Conceptual understanding and attitudes of teachers, prospective teachers and students towards sustainable environment [Master’s thesis, Dokuz Eylul University]. Retrieved from: http://acikerisim.deu.edu.tr/xmlui/handle/12345/7151

Okul Öncesi Öğretmen Adaylarının Çevre Eğitimi Öz-Yeterlik İnanışları ve Sürdürülebilir Çevreye Yönelik Tutumları Arasındaki İlişki

Year 2021, Volume: 6 Issue: 2, 431 - 441, 19.10.2021
https://doi.org/10.53506/egitim.901759

Abstract

Bu çalışmanın amacı okul öncesi öğretmen adaylarının çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasındaki ilişkiyi incelemektir. Araştırmanın örneklemini Ankara’da devlet üniversitesinde öğrenim görmekte olan 129 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının sürdürülebilir çevreye karşı tutumlarını ölçmek için Sürdürülebilir Çevre Tutum Ölçeği, çevre eğitimi öz-yeterlik inanışlarını ölçmek için ise Çevre Eğitimi Öz-Yeterlik Ölçeği kullanılmıştır. Araştırmanın analizinde grupları karşılaştırmak için bağımsız örneklerim t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Pearson korelasyon analizi ile çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasındaki ilişkiye bakılmıştır. Verilerin analizi sonucunda, öğretmen adaylarının çevre eğitimi öz-yeterlik inanışları ve sürdürülebilir çevreye karşı tutumları arasında istatistiksel olarak anlamlı bir ilişki saptanmıştır.

References

  • Aydın, F., & Ünaldı, Ü. E. (2013). Coğrafya öğretmen adaylarının sürdürülebilir çevreye yönelik tutumları. Kalem Eğitim ve İnsan Bilimleri Dergisi, 3(1), 11-42.
  • Ballantyne, R., & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: What is the state of the game? Environmental Education Research, 11(3), 281-295.
  • Bixler, R. D., Carlisle, C. L., Hammitt, W. E., & Floyd, M. F. (1994). Observed fears and discomforts among urban students on field trips to wildland areas. The Journal of Environmental Education, 26(1), 24-33.
  • Boileau, E. Y. S. (2014). Young Voices: The challenges and opportunities that arise in early childhood environmental education research. Canadian Journal of Environmental Education (CJEE), 18, 142-154.
  • Brundtland, G. H. (1987). Report of the world commission on environment and development: “Our common future.". United Nations.
  • Carson, R., & Kelsh, N. (1998). The sense of wonder. New York, USA: Harper Collins Publishers.
  • Checkley, K. (1997). The first seven... and the eighth: A conversation with Howard Gardner. Educational Leadership, 55(1), 8-13.
  • Cohen, J. (1998). Statistical power analysis for the behavioral sciences. Hillsdale, NJ:Erlbaum
  • Crim, C., Desjean-Perrotta, B., & Moseley, C. (2008). Partnerships gone wild: Preparing teachers of young children to teach about the natural world. Childhood Education, 85(1), 6-12.
  • Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm ‘in environmental education (part one). Environmental Education Research, 9(4), 497-524.
  • Çimen, H., & Benzer, S. (2019). Fen bilgisi ve sınıf öğretmen adaylarının sürdürülebilir çevreye yönelik tutumlarının incelenmesi. İnsan ve İnsan, 6(21), 525-542.
  • Davis, J. (2009). Revealing the research ‘hole’of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15(2), 227- 241.
  • De Winter, J. F. C., & Dodou, D. (2010). Five-point likert items: T test versus Mann-Whitney-Wilcoxon. Practical Assessment, Research, and Evaluation, 15(1), 11.
  • Duhn, I. (2012). Making ‘place’ for ecological sustainability in early childhood education. Environmental Education Research, 18(1), 19–29.
  • Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
  • Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical play types: What do they suggest for learning about sustainability in early childhood education? International Journal of Early Childhood, 45(3), 327-346.
  • Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of pre-service primary teachers' knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32-46.
  • Ernst, J., & Tornabene, L. (2012). Pre-service early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643-664.
  • Evans, N., Whitehouse, H., & Hickey, R. (2012). Pre-service teachers' conceptions of education for sustainability. Australian Journal of Teacher Education, 37(7), 1-12.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2013). How to design and evaluate research in education. New York: McGraw-Hill.
  • Independent Earth Charter Commission. (2012). The earth charter. Retrieved from http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html
  • Liu, L. (2011). Where in the world of sustainability education is US geography? Journal of Geography in Higher Education, 35(2), 245–263.
  • Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin.
  • Mustard, F. (2000). Early childhood development: The base for a learning society. In HRDC/OECD Meeting, December (Vol.7). Retrieved from http://www.oecd.org/education/school/31551283.pdf
  • Müsteşarlığı, T. Ç. (1990). Türkiye Çevre Eğitim ve Öğretimi Ulusal Çevre Stratejisi ve Uygulama Planları Semineri. Ankara: Devlet Planlama Teşkilatı
  • Özer, U. (1993). Yükseköğretimde çevre için eğitim ve çevre eğitimi. Ankara: Çevre Vakfı Yayını.
  • Özlü, G., Keskin, M. Ö., & Gül, A. (2013). Çevre eğitimi öz-yeterlik ölçeği geliştirilmesi: Geçerlik ve güvenirlik çalışması. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 33(2).
  • Pearson, E., & Degotardi, S. (2009). Education for sustainable development in early childhood education: A global solution to local concerns. International Journal of Early Childhood, 419, 97–111.
  • Rutter, M. (2002). The interplay of nature, nurture, and developmental influences: The challenge ahead for mental health. Archives of General Psychiatry, 59(11), 996-1000.
  • Sadık, F. (2013). Investigating environmental attitudes and knowledge levels of teacher candidates in terms of different variables. Pegem Eğitim ve Öğretim Dergisi, 3(4), 69-82.
  • Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29(3), 23-31.
  • Symons, G. (2008). Practice, barriers and enablers in esd and ee: A review of the research. Shrewsbury: Council for Environmental Education.
  • Tavsancıl, E. (2006). Tutumların ölçülmesii ve SPSS ile veri analizi.(3. Baskı). Ankara: Nobel Yayıncılık.
  • The North American Association for Environmental Education. (2010). Early childhood environmental education programs: Guidelines for excellence. Retrieved from https://naaee.org/eepro/publication/early-childhood-environmental-educationprograms-guidelines-excellence
  • Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324-347.
  • Torquati, J., Cutler, K., Gilkerson, D., & Sarver, S. (2013). Early childhood educators' perceptions of nature, science, and environmental education. Early Education &Development, 24(5), 721-743.
  • Ull, M. A., Martínez-Agut, M. P., Piñero, A., & Aznar-Minguet, P. (2014). Perceptions and attitudes of students of teacher-training towards environment and sustainability. Procedia-Social and Behavioral Sciences, 131, 453-457.
  • Uludağ, G., Karademir, A. H., & Cingi, M. A. (2017). Okul öncesi öğretmen adaylarının sürdürülebilir çevreye ilişkin davranış düzeylerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 120-136.
  • Wilson, R. A. (2009). The color green: A 'go' for peace education. Exchange: The Early Childhood Leaders' Magazine Since 1978, (187).
  • Yıldız, Ş. (2011). Conceptual understanding and attitudes of teachers, prospective teachers and students towards sustainable environment [Master’s thesis, Dokuz Eylul University]. Retrieved from: http://acikerisim.deu.edu.tr/xmlui/handle/12345/7151
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Turan Gülçiçek 0000-0002-5987-0401

Publication Date October 19, 2021
Submission Date March 23, 2021
Published in Issue Year 2021 Volume: 6 Issue: 2

Cite

APA Gülçiçek, T. (2021). The Relationship between Pre-Service Early Childhood Teachers’ Environmental Education Self-Efficacy Beliefs and Their Attitudes towards Sustainable Environment. Academia Eğitim Araştırmaları Dergisi, 6(2), 431-441. https://doi.org/10.53506/egitim.901759

Academia Journal of Educational Research

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