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Determining PreService Science Teachers Environmental Knowledge Levels and Examining Some Variables That Affect Their Environmental Knowledge Levels

Year 2011, Volume: 31 Issue: 1, 303 - 320, 01.03.2011

Serkan Timur Mehmet Yılmaz

Abstract

In this study, it is aimed to determine the level environmental knowledge of pre-service science teachers and to analyze their environmental knowledge levels based on some factors. In this study that use descriptive method, 586 pre-service science teachers were participated. McBeth et al. (2008)\'s model is used in order to determine pre-service science teachers\' environmental knowledge levels. In light of the results, it was found that pre-service science teachers\' environmental knowledge level was moderate. Furthermore, it was found that general academic average and mother education level significantly affect the environmental knowledge level but this knowledge level does not change based on gender and father education level.

Keywords

Environment Environmental knowledge Pre-service science teachers.

References

  • Arcury, T. A. & Christianson, E. H. (1993). Rural-urban differences in environmental
  • knowledge and actions. Journal of Environmental Education, 25(1), 19-25.
  • Ajiboye, J. O. & Silo, N. (2008). Enhancing Botswana Children’s Environmental Knowledge, Attitudes and Practices through the School Civic Clubs, International Journal of Environmental ve Science Education Vol. 3, No. 3, July 2008, 105-114
  • Alım, M. (2006). Avrupa Birliği Üyelik Sürecinde Türkiye’de Çevre ve İlköğretimde Çevre Eğitimi, Kastamonu Eğitim Dergisi Cilt:14 No:2 599-616
  • Alp, E., Ertepinar, H., Tekkaya, C. & Yilmaz, A. (2008) A survey on Turkish elementary school students' environmental friendly behaviours and aSociated variables', Environmental Education Research, 14: 2, 129 – 143
  • Benton Jr., R. (1994). Environmental knowledge and attitudes of faculty: Businessversusarts and sciences. Journal of Education for BusineS, 70(1), 12-16.
  • Bogan, M. B. & Kromrey, J. D. (1996) Measuring environmental literacy of high schoolstudents, Florida Journal of Education Research, 36(1), 1-21.
  • Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the U.S. The National Environmental Education ve Training Foundation. (20.07.2010 tarihinde www.neefusa.org/pdf/ELR2005.pdf’den indirilmiştir)
  • Çimen, O. (2008). Çevre Eğitiminde Tatlısu Ekosistemleri Konusundaki Temel Kavramların Üniversite Öğrencileri Tarafından Algılanma Düzeyleri, Yayımlanmamış Yüksek Lisans Tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Doğan, M. (1997) Ulusal Çevre Eylem Planı: Eğitim ve Katılım, Ankara: DPT
  • Doğan, M. (2000). Türkiye’de Sürdürülebilir Kalkınma ve Çevre Eğitimi, IV. Çevre Şurası Tebliğleri, 6-8 Kasım, İzmir.
  • Fraj-Andrés, Elena & Martínez-Salinas, Eva (2007). Impact of environmental knowledge on ecological consumer behavior: An empirical analysis. Journal of International Consumer Marketing, 19(3), 73-102.
  • Frick, J., Kaiser, F. G., & Wilson, M. (2004). Environmental knowledge and conservation behavior: Exploring prevalence and structure in a representative sample. Personality ve Individual Differences, 37(8), 1597-1613.
  • Gambro, J. S. & Switzky, H. M. (1996) A national survey of high school student’sknowledge, The Journal of Environmental Education, 27(3), 28033.
  • Hsu, S., & Roth, R. E. (1996). An ASeSment of Environmental Literacy and Analysis of Predictors of Responsible Environmental Behaviour Held by Secondary Teachers in the Hualien Area of Taiwan, Environmental Education Research, Vol. 4, No. 3
  • Hughes, M., & Saunders, A. M. (2005). Interpretation, activity participation, and environmental attitudes of visitors to penguin island, Western Australia. Society & Natural Resources, 18(7), 611-624.
  • Işıldar G. Y. & Yıldırım, F. (2008). Çevre Eğitiminin Çevreye Duyarlı Davranışlar Üzerindeki Etkisi, Eğitim ve Bilim Dergisi, Cilt 33, Sayı 48.
  • Kaplowitz, M., & Levine, R. (2005). How environmental knowledge measures up at a big ten university. Environmental Education Research, 11(2), 143-160.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi, Ankara: Nobel Yayın Dağıtım.Kennedy, C., Hyde, R., & Karney, B. (2002). Development of environmental knowledge and attitudes in engineering students. Bulletin of Science, Technology & Society, 22(6), 460-473.
  • Kibert, C. J. (2000). Deconstructıon as an eSential component of sustainable construction, Proceedings: Strategies for a Sustainable Built Environment, Pretoria, 23-25 August.
  • KPSS Eğitim Bilimleri, Ölçme ve Değerlendirme (2011). Hacettepe Birikim Yayınları, Ankara.8128262
  • Maloney, M. P. & Ward, M. P. (1973). Ecology: Let's hear from the people: An objective scale for the measurement of ecological attitudes and knowledge. American Psychologist, 28(7), 583-586.
  • McBeth, W., Hungerford, H., Marcinkowski, T., Volk, T., & Meyers, R. (2008). National environmental literacy aSeSment project: Year 1, National baseline study of middle grade students; final research report. Unpublished Project Report. Florida Institute of Technology, Melbourne, USA.
  • McDaniel, J., & Alley, K. D. (2005). Connecting local environmental knowledge and land use practices: A human ecosystem approach to urbanization in west Georgia. Urban Ecosystems, 8(1), 23-38.
  • Murphy, T. P. (2004). The second Minnesota report card on environmental literacy: A survey of adult environmental knowledge, attitudes and behavior. Hamline University, Center for Global Environmental Education.
  • Murphy, T.P. (2002). The Minnesota report card on environmental literacy. Hamline University, Center for Global Environmental Education.
  • National Environmental Education & Training Foundation (NEETF), (1997). Thenational report card on environmental knowledge, attitudes and behaviors. Washington, D.C: NEETF.
  • National Environmental Education and Training Foundation & Roper Starch Worldwide (2001) LeSons from the environment: why 95% of adult Americans endorse environmental education (Washington, DC, National Environmental Education and Training Foundation).
  • Nerbonne, J.F. & Schreiber, R. (2005). Connecting knowledge, attitudes and behaviors regarding urban water quality: A MiSiSippi watershed management organization study. Lauderdale, MN: Higher Education Consortium for Urban Affairs.
  • PCEE (2000) The First Pennsylvania Environmental ReadineS for the 21st Century Survey Report (Pennsylvania Center for Environmental Education).
  • Pe’er, S., Goldman, D. & Yavetz B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students, The Journal Of Envıronmental Educatıon, Vol. 39, No. 1
  • Robinson, M. & Crowther, D. (2001) Environmental science literacy in science education, biology, and chemistry majors, The American Biology Teacher, 63(1), 9- 14.
  • Tuncer, G., Tekkaya, C., Sungur, S., Çakıroğlu, J., Ertepinar, H., and Kaplowitz, M. (2009) Assesing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs, International Journal of Educational Development, 29 (2009) 426–436.
  • Ünal, S. & Dımışkı, E. (1999). UNESCO UNEP Himayesinde Çevre Eğitiminin Gelişimi ve Türkiye’de Ortaöğretim Çevre Eğitimi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 16-17 : 142 – 154.
  • White, L. A. (2006). Environmental literacy and distance learning: A window to the future of education in Ontario. Unpublished masters diSertation, Athabasca University, Athabasca, Alberta, Canada.
  • Yavetz, B., Goldman, D. & Pe'er, S. (2009). Environmental literacy of pre-service
  • teachers in Israel: a comparison between students at the onset and end of their studies',
  • Environmental Education Research, 15: 4, 393 — 415
  • Yıldız, Kazım. Sipahioğlu Şengün & Yılmaz Mehmet. (2008). Çevre Bilimi ve Eğitimi, Ankara: Gündüz Eğitim ve Yayıncılık.
  • Yılmaz, A., Morgil, İ., Aktuğ, P. & Göbekli, İ. (2002). Ortaöğretim ve Üniversite Öğrencilerinin Çevre, Çevre Kavramları ve Sorunları Konusundaki Bilgileri ve Öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22: 156-162.

Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi

Year 2011, Volume: 31 Issue: 1, 303 - 320, 01.03.2011

Serkan Timur Mehmet Yılmaz

Abstract

Bu çalışmanın amacı fen bilgisi öğretmen adaylarının çevre bilgi düzeylerini belirlemek ve bazı değişkenlere göre çevre bilgi düzeylerini incelemektir. Betimsel yöntemin kullanıldığı bu çalışma, 586 öğretmen adayının katılımı ile gerçekleştirilmiştir. Öğretmen adayların çevre bilgi düzeyleri belirlenirken McBeth ve Diğerleri (2008)\'nin geliştirdiği model kullanılmıştır. Araştırma sonunda öğretmen adaylarının çevre bilgi düzeyleri orta düzey olarak bulunmuştur. Ayrıca öğretmen adaylarının çevre bilgilerinin genel akademik ortalama ve anne eğitim durumuna göre anlamlı olarak değiştiği, cinsiyet ve baba eğitim durumuna göre değişmediği sonucuna ulaşılmıştır.

Keywords

Çevre Çevre bilgisi Fen bilgisi öğretmen adayı.

References

  • Arcury, T. A. & Christianson, E. H. (1993). Rural-urban differences in environmental
  • knowledge and actions. Journal of Environmental Education, 25(1), 19-25.
  • Ajiboye, J. O. & Silo, N. (2008). Enhancing Botswana Children’s Environmental Knowledge, Attitudes and Practices through the School Civic Clubs, International Journal of Environmental ve Science Education Vol. 3, No. 3, July 2008, 105-114
  • Alım, M. (2006). Avrupa Birliği Üyelik Sürecinde Türkiye’de Çevre ve İlköğretimde Çevre Eğitimi, Kastamonu Eğitim Dergisi Cilt:14 No:2 599-616
  • Alp, E., Ertepinar, H., Tekkaya, C. & Yilmaz, A. (2008) A survey on Turkish elementary school students' environmental friendly behaviours and aSociated variables', Environmental Education Research, 14: 2, 129 – 143
  • Benton Jr., R. (1994). Environmental knowledge and attitudes of faculty: Businessversusarts and sciences. Journal of Education for BusineS, 70(1), 12-16.
  • Bogan, M. B. & Kromrey, J. D. (1996) Measuring environmental literacy of high schoolstudents, Florida Journal of Education Research, 36(1), 1-21.
  • Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the U.S. The National Environmental Education ve Training Foundation. (20.07.2010 tarihinde www.neefusa.org/pdf/ELR2005.pdf’den indirilmiştir)
  • Çimen, O. (2008). Çevre Eğitiminde Tatlısu Ekosistemleri Konusundaki Temel Kavramların Üniversite Öğrencileri Tarafından Algılanma Düzeyleri, Yayımlanmamış Yüksek Lisans Tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Doğan, M. (1997) Ulusal Çevre Eylem Planı: Eğitim ve Katılım, Ankara: DPT
  • Doğan, M. (2000). Türkiye’de Sürdürülebilir Kalkınma ve Çevre Eğitimi, IV. Çevre Şurası Tebliğleri, 6-8 Kasım, İzmir.
  • Fraj-Andrés, Elena & Martínez-Salinas, Eva (2007). Impact of environmental knowledge on ecological consumer behavior: An empirical analysis. Journal of International Consumer Marketing, 19(3), 73-102.
  • Frick, J., Kaiser, F. G., & Wilson, M. (2004). Environmental knowledge and conservation behavior: Exploring prevalence and structure in a representative sample. Personality ve Individual Differences, 37(8), 1597-1613.
  • Gambro, J. S. & Switzky, H. M. (1996) A national survey of high school student’sknowledge, The Journal of Environmental Education, 27(3), 28033.
  • Hsu, S., & Roth, R. E. (1996). An ASeSment of Environmental Literacy and Analysis of Predictors of Responsible Environmental Behaviour Held by Secondary Teachers in the Hualien Area of Taiwan, Environmental Education Research, Vol. 4, No. 3
  • Hughes, M., & Saunders, A. M. (2005). Interpretation, activity participation, and environmental attitudes of visitors to penguin island, Western Australia. Society & Natural Resources, 18(7), 611-624.
  • Işıldar G. Y. & Yıldırım, F. (2008). Çevre Eğitiminin Çevreye Duyarlı Davranışlar Üzerindeki Etkisi, Eğitim ve Bilim Dergisi, Cilt 33, Sayı 48.
  • Kaplowitz, M., & Levine, R. (2005). How environmental knowledge measures up at a big ten university. Environmental Education Research, 11(2), 143-160.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi, Ankara: Nobel Yayın Dağıtım.Kennedy, C., Hyde, R., & Karney, B. (2002). Development of environmental knowledge and attitudes in engineering students. Bulletin of Science, Technology & Society, 22(6), 460-473.
  • Kibert, C. J. (2000). Deconstructıon as an eSential component of sustainable construction, Proceedings: Strategies for a Sustainable Built Environment, Pretoria, 23-25 August.
  • KPSS Eğitim Bilimleri, Ölçme ve Değerlendirme (2011). Hacettepe Birikim Yayınları, Ankara.8128262
  • Maloney, M. P. & Ward, M. P. (1973). Ecology: Let's hear from the people: An objective scale for the measurement of ecological attitudes and knowledge. American Psychologist, 28(7), 583-586.
  • McBeth, W., Hungerford, H., Marcinkowski, T., Volk, T., & Meyers, R. (2008). National environmental literacy aSeSment project: Year 1, National baseline study of middle grade students; final research report. Unpublished Project Report. Florida Institute of Technology, Melbourne, USA.
  • McDaniel, J., & Alley, K. D. (2005). Connecting local environmental knowledge and land use practices: A human ecosystem approach to urbanization in west Georgia. Urban Ecosystems, 8(1), 23-38.
  • Murphy, T. P. (2004). The second Minnesota report card on environmental literacy: A survey of adult environmental knowledge, attitudes and behavior. Hamline University, Center for Global Environmental Education.
  • Murphy, T.P. (2002). The Minnesota report card on environmental literacy. Hamline University, Center for Global Environmental Education.
  • National Environmental Education & Training Foundation (NEETF), (1997). Thenational report card on environmental knowledge, attitudes and behaviors. Washington, D.C: NEETF.
  • National Environmental Education and Training Foundation & Roper Starch Worldwide (2001) LeSons from the environment: why 95% of adult Americans endorse environmental education (Washington, DC, National Environmental Education and Training Foundation).
  • Nerbonne, J.F. & Schreiber, R. (2005). Connecting knowledge, attitudes and behaviors regarding urban water quality: A MiSiSippi watershed management organization study. Lauderdale, MN: Higher Education Consortium for Urban Affairs.
  • PCEE (2000) The First Pennsylvania Environmental ReadineS for the 21st Century Survey Report (Pennsylvania Center for Environmental Education).
  • Pe’er, S., Goldman, D. & Yavetz B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students, The Journal Of Envıronmental Educatıon, Vol. 39, No. 1
  • Robinson, M. & Crowther, D. (2001) Environmental science literacy in science education, biology, and chemistry majors, The American Biology Teacher, 63(1), 9- 14.
  • Tuncer, G., Tekkaya, C., Sungur, S., Çakıroğlu, J., Ertepinar, H., and Kaplowitz, M. (2009) Assesing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs, International Journal of Educational Development, 29 (2009) 426–436.
  • Ünal, S. & Dımışkı, E. (1999). UNESCO UNEP Himayesinde Çevre Eğitiminin Gelişimi ve Türkiye’de Ortaöğretim Çevre Eğitimi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 16-17 : 142 – 154.
  • White, L. A. (2006). Environmental literacy and distance learning: A window to the future of education in Ontario. Unpublished masters diSertation, Athabasca University, Athabasca, Alberta, Canada.
  • Yavetz, B., Goldman, D. & Pe'er, S. (2009). Environmental literacy of pre-service
  • teachers in Israel: a comparison between students at the onset and end of their studies',
  • Environmental Education Research, 15: 4, 393 — 415
  • Yıldız, Kazım. Sipahioğlu Şengün & Yılmaz Mehmet. (2008). Çevre Bilimi ve Eğitimi, Ankara: Gündüz Eğitim ve Yayıncılık.
  • Yılmaz, A., Morgil, İ., Aktuğ, P. & Göbekli, İ. (2002). Ortaöğretim ve Üniversite Öğrencilerinin Çevre, Çevre Kavramları ve Sorunları Konusundaki Bilgileri ve Öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22: 156-162.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Serkan Timur This is me

Mehmet Yılmaz This is me

Publication Date March 1, 2011
Published in Issue Year 2011 Volume: 31 Issue: 1

Cite

APA Timur, S., & Yılmaz, M. (2011). Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(1), 303-320.
AMA Timur S, Yılmaz M. Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi. GUJGEF. March 2011;31(1):303-320.
Chicago Timur, Serkan, and Mehmet Yılmaz. “Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi Ve Bazı Değişkenlere Göre İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31, no. 1 (March 2011): 303-20.
EndNote Timur S, Yılmaz M (March 1, 2011) Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31 1 303–320.
IEEE S. Timur and M. Yılmaz, “Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi”, GUJGEF, vol. 31, no. 1, pp. 303–320, 2011.
ISNAD Timur, Serkan - Yılmaz, Mehmet. “Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi Ve Bazı Değişkenlere Göre İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 31/1 (March 2011), 303-320.
JAMA Timur S, Yılmaz M. Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi. GUJGEF. 2011;31:303–320.
MLA Timur, Serkan and Mehmet Yılmaz. “Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi Ve Bazı Değişkenlere Göre İncelenmesi”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 31, no. 1, 2011, pp. 303-20.
Vancouver Timur S, Yılmaz M. Fen Bilgisi Öğretmen Adaylarının Çevre Bilgi Düzeylerinin Belirlenmesi ve Bazı Değişkenlere Göre İncelenmesi. GUJGEF. 2011;31(1):303-20.