Views of Pre-Service Science Teachers on Sustainable Development Awareness

Year 2024, Volume: 20 Issue: 1, 1 - 20, 30.06.2024

Talha Gündüz , Seraceddin Levent Zorluoğlu , Ayşe Şahintürk

https://doi.org/10.17244/eku.1172318

Cited By: 2

Abstract

In the study, it was aimed to determine the awareness of 81 pre-service science teachers studying in different classes about sustainable development. Phenomenology design was used to determine the views of science teaching department students about sustainable development. Since the concept of sustainability is related to the field of science and science teachers have a role in providing the students with the achievements related to sustainability in the science program, the study was conducted with the students of the faculty of education science teaching department. A semi-structured interview form was used to collect data. The data collected within the scope of the study were analyzed using content analysis. While analyzing the data, codes were created according to the answers given by each student. Similar codes were categorized taking into account the dimensions of sustainable development, the objectives of the United Nations development program, and the answers given by the students. As a result of the analysis of the data, it was concluded that the students of science teaching department had average knowledge about sustainable development, but they did not have sufficient knowledge about sustainable development. Considering the results, studies can be conducted on the sustainable development awareness of pre-service teachers in different branches. In addition, it is recommended to organize activities and conferences that will positively affect the sustainable development awareness of pre-service teachers.

Keywords

Sustainability, sustainable development, science department students

Fen Bilgisi Öğretmen Adaylarının Sürdürülebilir Kalkınma Bilincine Yönelik Görüşleri

Abstract

Çalışmada, farklı sınıflarda öğrenim görmekte olan 81 fen bilgisi öğretmenliği bölümü öğrencisinin sürdürülebilir kalkınma hakkında farkındalıklarının belirlenmesi amaçlanmıştır. Fen bilgisi öğretmenliği bölümü öğrencilerinin sürdürülebilir kalkınma hakkındaki görüşleri belirleneceğinden olgubilim deseni kullanılmıştır. Sürdürülebilirlik kavramının fen alanı ile ilişkili olması ve fen programında sürdürülebilirliğe ilişkin kazanımları öğrencilere kazandırmada fen bilgisi öğretmenlerinin rol alması nedeniyle eğitim fakültesi fen bilgisi öğretmenliği bölümü öğrencileri ile çalışılmıştır. Verilerin toplanması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma kapsamında toplanan veriler içerik analizi kullanılarak analiz edilmiştir. Veriler analiz edilirken her bir öğrencinin vermiş olduğu cevaplara göre kodlar oluşturulmuştur. Sürdürülebilir kalkınmanın boyutları, Birleşmiş Milletler Kalkınma Programı amaçları ve öğrencilerin verdikleri cevaplar dikkate alınarak benzer kodlar kategorileştirilmiştir. Verilerin analizinin sonucunda fen bilgisi öğretmenliği bölümü öğrencilerinin sürdürülebilir kalkınma hakkında ortalama düzeyde bilgilerinin olduğu ancak sürdürülebilir kalkınma hakkında yeterli bilgiye sahip olmadıkları sonucuna ulaşılmıştır. Ulaşılan sonuçlar doğrultusunda ilgili çalışmanın kapsamı genişletilerek farklı branşlarda öğrenim gören öğretmen adaylarının sürdürülebilir kalkınma farkındalıklarına yönelik nitel çalışma yapılabilir. Öğretmenlik bölümlerinde öğrenim gören öğrencilerin sürdürülebilir kalkınma bilincini olumlu yönde etkileyecek etkinliklerin ve konferansların yapılması önerilmektedir.

Keywords

Sürdürülebilirlik, sürdürülebilir kalkınma, fen bilgisi bölümü öğrencileri

References

• Abu-Alruz, J., Hailat, S., Al-Jaradat, M., & Khasawneh, S. (2018). Attitudes toward pillars of sustainable development: the case for university science education students in Jordan. Journal of Teacher Education for Sustainability, 20(2), 64-73.
• Akça, F. (2019). Sustainable development in teacher education in terms of being solution oriented and self-efficacy. Sustainability, 11(23), 1-16.
• Akkuş Dağdeviren S. (2019). Turkey’s environmental policies within sustainable development framework. Master’s thesis, Baskent University, Ankara, Turkey.
• Alkış, S. (2007). The rising paradigm in teaching geography: A sustainable world. International Journal of Geography and Geography Education (15), 55-64.
• Al-Naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE university students. International Journal of Sustainability in Higher Education, 19(3), 566-588.
• Amran, A., Perkasa, M., Satriawan, M., Jasin, I., & Irwansyah, M. (2019). Assessing students 21st century attitude and environmental awareness: Promoting education for sustainable development through science education. In Journal of Physics: Conference Series, 1157(2).
• Anđić, D., & Vorkapić, S. T. (2017). Teacher education for sustainability: The awareness and responsibility for sustainability problems. Journal of Teacher Education for Sustainability, 19(2), 121-137.
• Ateş, H. (2018). Determination of pre-service science teachers’ and pre-service social studies teachers’ sustainable consumption behaviors and knowledge levels. Journal of Uludag University Faculty of Education, 31(2), 507-531.
• Ateş, H., & Gül, S. 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.
• Atmaca, A. C., Kıray, S. A., & Pehlivan, M. (2019). Development of a measurement tool for sustainable development awareness. International Journal of Assessment Tools in Education, 6(1), 80-91.
• Balli, A. (2019). Sustainability, sustainable entrepreneurship and sustainable entrepreneurship in Turkey. Mehmet Akif Ersoy University Journal of Social Science Institute, 11(29), 464-483.
• Başaran Uğur, R. A., Bektaş, O., & Güneri, E. (2019). Clasroom and science teachers’ sustainable environment attitude levels. The Journal Of International Social Research, 12(63), 775-789.
• Benzer, S., & Çimen, H. (2019). The investigation of science and classroom teacher candidates attitudes to sustainable environment. Journal of Science, Culture and Thought, (21), 525-542.
• Berg, B. L., & Lune, H. (2015). Qualitive research methods for the social sciences. In H. Aydin (Ed.), An Introduction to Content Analysis (pp. 380-415). Konya: Eğitim Yayinevi.
• Berglund, T., & Gericke, N. (2016). Separated and ıntegrated perspectives on environmental, economic, and social dimensions on sustainable development: An investigation of student views. Environmental Education Research, 22(8), 1115-1138. Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2013). Subject and experience-bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526-551.
• Borges, F. (2019). Knowledge, attitudes and behaviours concerning sustainable development: A study among prospective elementary teachers. Higher Education Studies, 9(2), 22-32.
• Büyükyeğen, G. (2008). The evaluation of recreational resource values of the city center of Edirne and its surrounding. Master’s thesis, Zonguldak Bülent Ecevit (Karaelmas) University, Zonguldak, Turkey.
• Brundtland, G. H. (1987). Report of the world commission on environment and Development: Our common future. Retrieved December 9, 2019, from https://www.are.admin.ch/are/en/home/sustainable-development/international-cooperation/2030agenda/un-_-milestones-in-sustainable-development/1987--brundtland-report.html
• Cebesoy, Ü. B., & Karisan, D. (2017). Investigation of preservice science teachers’ knowledge, teaching efficacy perceptions and attitude towards renewable energy sources. YYÜ Journal of Education Faculty, 14(1), 1377-1415.
• Creswell, J. W. (2018). Qualitive inquiry and research design: Choosing among five approaches. In M. Butun & S. B. Demir (Eds.), Five qualitative approaches to inquiry (pp. 69-128). Ankara: Siyasal Kitapevi.
• Creswell, J. W. (2018). Qualitive inquiry and research design: Choosing among five approaches. In M. Butun & S. B. Demir (Eds.), Data collection (pp. 145-178). Ankara: Siyasal Kitapevi.
• Çepni, S. (2021). Introduction to research and project studies. Methods and classification used in research (pp. 68-154). Trabzon: Celepler Matbaacılık.
• Çobanoğlu, O., & Türer, B. (2015). The awareness of science and social science prospective teachers regarding to sustainable environment. International Journal of Turkish Education Sciences, 2015(5), 235-247.
• Er Nas, S., & Şenel Çoruhlu, T. (2017). The concept of sustainable development from the perspective of preservice science teachers. YYÜ Journal of Education Faculty, 14(1), 562-580.
• Erbay, R. E., & Özden, M. (2018). What is the role of cities to achieve sustainable goals? Social Sciences Research Journal, 7(4), 255-268.
• Faiz, M., & Bozdemir Yüzbaşıoglu, H. (2019). Teacher candidates' awareness of sustainable development. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 19(4), 1255-1271.
• Harman, G. (2017). Awareness of science teacher candidates on sustainability: My school. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 243-262.
• Jegstad, K. M., & Sinnes, A. T. (2015). Chemistry teaching for the future: A model for secondary chemistry education for sustainable development. International Journal of Science Education, 37(4), 655-683.
• Kahriman Pamuk, D. (2019). Investigation of preschool teacher candidates' attitudes towards sustainable development. Turkish Journal of Primary Education, 4(2), 72-84. Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1-22.
• Karademir, H. A., Uludağ, G. & Cingi, M. A. (2017). The examination of behavior levels of pre-school teacher candidates on sustainable environment. Mehmet Akif Ersoy University (MAKU) Journal of Faculty of Education, (41), 120-136.
• Karakaya Cırıt, D. (2017). Pre-service science teachers’ (PST) knowledge involving the topic of renewable energy sources. Turkish Journal of Educational Studies, 4(3), 21-43.
• Karalar, R., & Kiracı, H. (2010). A research on class teachers related to determining the effects of consumers’ personal values on sustainable consumption behavior. Journal of Business Research, 2(2), 79-106.
• Kavaz, D., & Öztoprak, H. (2019). A case study on sustainable development awareness and environmental responsibility. Folklore/Literature, 25(97), 147-166.
• Kaypak, Ş. (2011). A sustainable environment for a sustainable development in the process of globalization. KMÜ Journal of Social and Economic Research, 13(20), 19-33.
• Keleş, Ö. (2017). Investigation of pre-service science teachers’ attitudes towards sustainable environmental education. Higher Education Studies, 7(3), 171-180.
• Merriam, S. B. (2018). Qualitive research: A guide to design and implementation. In S. Turan (Ed.), Designing your study and selecting a sample (pp. 55-84). Ankara: Nobel Akademi Yayıncılık.
• Merriam, S. B. (2018). Qualitive research: A guide to design and implementation. In S. Turan (Ed.), Mining data from documents (pp. 139-164). Ankara: Nobel Akademik Yayıncılık.
• Ministry of Education (2018). Fen bilimleri dersi ögretim programı. Retrieved August 20, 2021 from, https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
• Montebon, D. R. (2018). Pre-service teachers' concept of sustainable development and ıts ıntegration in science lessons. Online Submission, 6(1), 1-8.
• Ozmehmet, E. (2008). Sustainable development approaches in the world and Turkey. Journal of Yasar University, 3(12), 1853-1876.
• Öztürk Demirbaş, Ç. (2015). Sustainable development awareness levels of teachers pre-service. International Journal of Geography and Geography Education, (31), 300-316.
• Öztürk, D. K., & Olgan, R. (2016). Analysis of pre-school teachers' views on the ımportance of education for sustainable development by means of location and household type in childhood. International Journal of Environmental and Science Education, 11(13), 6303-6313.
• Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: Sage Publications.
• Prabawani, B., Hanika, I. M., Pradhanawati, A., & Budiatmo, A. (2017). Primary schools eco-friendly education in the frame of education for sustainable development. International Journal of Environmental and Science Education, 12(4), 607-616.
• Presidency of the Republic of Turkey Strategy and Budget Presidency (2016). Basic ınformatıon on sustaınable development. Retrieved August 26, 2021, from http://www.surdurulebilirkalkinma.gov.tr/temel-tanimlar/
• Sadala, M. A., & Adorno, R. C. (2002). Phenomenology as a method to investigate the experience lived: a perspective from Husserl and Merleau Ponty’s thought. Journal of Advanced Nursing, 37(3), 282-293.
• Sağdıç, 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.
• Saka, A., & Şahintürk, A. (2013). Attitudes of prospective forest engineers and primary school teachers toward a sustainable environment. Polish Journal of Environmental Studies, 22(5), 1553-1557.
• Saka, A., & Şahintürk Uysal, A. (2014). Science and technology teacher candidates’ awareness of sustainable development. Procedia Social and Behavioral Sciences, (152), 534-539.
• Seggie, F. N., & Bayyurt, Y. (2015). Qualitive research: Methods, tecniques, analyses and approaches. Ankara: Anı Yayıncılık.
• Selvi, M., Selvi, M., Güven Yıldırım, E., & Köklükaya, A. N. (2018). Teacher candidates’ views on sustainable development. Journal of Research in Education and Society, 5(1), 87-104.
• Seydioğulları, H. S. (2013). Renewable energy for sustainable development. Journal of Planning, 23(1), 19-25.
• Sinakou, E., Boeve-de Pauw, J., Goosens, M., & Van Petegem, P. (2018). Academics in the field of education for sustainable development: Their conceptions of sustainable development. Journal of cleaner production, 184, 321-332.
• Soysal, C. (2017). Examination of pre-service chemistry teachers’ competency in the field of environmental education and sustainable development. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
• 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.
• Şahin, B. E., & Dostoğlu, N. (2015). Sustainability in school building design. Uludag University Journal of The Faculty of Engineering, 20(1), 75-91.
• Tıraş, H. H. (2012). Sustainable development and environment: An examine in theory. Kahramanmaras Sutcu Imam University Faculty of Economics and Administrative Sciences Journal, 2(2), 57-73.
• Uğraş, M., & Zengin, E. (2019). Classroom teacher candidates' views on education for sustainable development. Journal of Theoretical Educational Science, 12(1), 298-315.
• United Nations Development Programme Turkey (2019). Sustainable development all project. Retrieved December 9, 2019, from https://www.tr.undp.org/content/turkey/en/home/projects.html
• United Nations Development Programme Turkey (2019). Sustainable development goals. Retrieved April 18, 2020, from https://www.tr.undp.org/content/turkey/en/home/sustainable-development-goals.html
• Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. London: Sage.
• Yeşilyurt, M., & Erol, M. (2019). Student opinions on efficacy-based learning approach in science and technology teaching: A phenomenological study. Journal of Primary Education, 1(1), 40-47.
• Yıldırım, O., & Nuri, F. I. (2018). The relationship between renewable energy and sustainable development. Journal of International Banking, Economy and Management Studies, 1(1), 105-143.
• Yıldız, Ş. (2011). Conceptual understanding and attitudes of teachers, prospective teachers and students towards sustainable environment. Master thesis, Dokuz Eylul University, İzmir, Turkey.
• Yüksel, İ. (2020). Opinions of teacher candidates in science education on the efficient use of resources. International Journal of Society Researches, 15(22), 1015-1030.
• Zamora-Polo, F., Sanchez-Martin, J., Corrales-Serrano, M., & Espejo-Antunez, L. (2019). What do university students know about sustainable development goals? A realistic approach to the reception of this UN program amongst the youth population. Sustainability, 11(13), 1-19.