Environmental Literacy: An Assessment and Evaluation on the Students of Landscape Architecture in Turkey

Year 2019, , 105 - 117, 25.01.2019

Sevgi Görmüş

https://doi.org/10.30786/jef.360955

Cited By: 4

Abstract

Environmental literacy approach, in recent years,
become one of the fundamental requirements proposed for a sustainable future in
higher education. Environmental literacy is the total of individual
comprehension, ability, attitude and habits which are constantly in progress
and it is based on that short and long term attitudes and behaviors are
developed by his sustainable communication with other people and biosphere. This
study aims to evaluate the environmental consciousness, knowledge and skills of
the students of landscape architecture in terms of environmental literacy. As
data collection tool was used Environmental Literacy Scale where the knowledge
of students about environmental legislation, knowledge and behaviors is
questioned. The findings reveal that students have a very limited environmental
knowledge and fulfill their environmental responsibilities on an individual
basis in a very restricted area. In this regard, the study, based on the
research results, makes suggestions for training environmentally literate
candidates in professional training of environmental by emphasizing that
students of Landscape Architecture would be of low efficiency in finding
creative solutions for environmental, societal and spatial problems and
producing sustainable landscape since their participation is very limited in
societal and mass activities.

Keywords

Environmental Literacy, Ecological Literacy, Landscape Architecture Education, Turkey

References

• Ammar N. (2003) İslamda Ekolojik adalet ve kadınlar için insan hakları. İslam ve bahşedilmiş bir emanet – Islam and Ecology A best so we trust (ED: Richard C. Foltz, Frederick M. Dennyand Azizan Baharuddin). The president and fellows of Harward College-Oğlak yayıncılık ve Reklamcılık Ltd.. Şti. İstanbul.
• Berkowitz, A.R., M.E. Ford, and C.A. Brewer. 2005. A framework for integrating ecological literacy, civics literacy, and environmental citizenship in environmental education. In Johnson, E.A.,and M.J. Mappin (eds.), Environmenta lEducationor Advocacy: Perspectives of Ecologyand Education in Environmental Education. New York, NY: Cambridge University Press. pp. 227-265.
• Cheng INY, andSo WWM, 2014. Teachers’ environmental literacy and teaching –stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education. Vol. 24, No. 1, 58_79, http://dx.doi.org/10.1080/10382046.2014.967111
• Demiroğlu D.,Görmüş S. Birişçi T., Erdoğan R. ,Kalaycı Önaç A., Karadağ A. A.,Sezen I. (2014). Öğrenci Odaklı Peyzaj Mimarlığı Eğitim-Öğretiminde Stajın Yeri ve Önemi. I. Peyzaj Mimarlığı Eğitim Öğretim Çalıştayı, Bildiriler Kitabı, Edt: Prof. Dr. Veli Ortaçeşme. 251-265.
• Gayford, C.G.,&Dillon, P.J. (1995). Policy and the practice of environmental education in England: A dilemma for teachers. Environmental Education Research, 1(2), 173_184,
• Gazdova, D. 2002. Characteristics of modern landscape architecture and its education. Landscape and Urban Planning 60 (2002) 117–133. Güzer, B.D., 2000. Bir Süreklilik Sorunu Olarak Eğitim, Tasarım ve Planlama Süreçleri. Peyzaj Mimarlığı Kongresi ( 19-21 Ekim 2000), 187-190, Ankara.
• Harvey, David (1997) Postmodernliğin Durumu. (Türkçesi: S. Savran), Metis Yayınları, İstanbul.
• Intergovernmental Panel on Climate Change. 2007. Climate Change 2007: The Physical Science Basis. Summary for Policy Makers. A Report of Working Group I of the Intergovernmental Panel on Climate Change. Geneva, Switzerland: IPCC.
• IUCN, 2002. Education and Sustainability Responding to the Global Challenge (Editors: Daniella Tilbury, Robert B. Stevenson, John Fien, Danie Schreuder). IUCN Commission on Education and Communication (CEC) and IUCN–The World Conservation Union 2002. http://ibcperu.org/doc/isis/13028.pdf
• Lefebvre, H. (2009). Mekânın Üretimi (Production of Space). Türkçe söyleyen: Işık Ergüden, 2014, Sel Yayıncılık, İstanbul.
• McBride, B. B. 2011. Essential Elements of Ecological Literacy and the Pathways to Achieve It: Perspectives of Ecologists. Ph. D. Dissertation Univ. Of Montana Missoula University of Montana Scholar Works, http://scholarworks.umt.edu/etd.
• Moody G.,Alkaff H., Garrison D., &Golley F. 2005. Assessing The Environmental Literacy Requirement at the University of Georgia, The Journal of Environmental Education, 36 (4).
• Orr, D.W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York.
• Palmer, M., E. Bernhardt, E. Chornesky, S. Collins, A. Dobson, C. Duke, B. Gold, R. Jacobson, S. Kingsland, R. Kranz, M. Mappin, M.L. Martinez, F. Micheli, J. Morse, M. Pace, M. Pascual, S. Palumbi, O.J. Reichman, A. Simons, A. Townsend, and M. Turner. 2004. Ecologyfor a crowded planet. Science304: 1251-1252
• Pe’er, S.,Goldman, D., &Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge, and environmental behavior of beginning students. The Journal of Environmental Education, 39(1), 45-59.
• Roth, C. E. (1968). Curriculum Overview for Developing Environmentally Literate Citizens.(ERIC Reproduction Service No. ED 032982).
• Roth, C. E. (1992). EnvironmentalLiteracy: Itsroots, evolution and directions in the 1990s. ED 348235. Retrieved October 5, 2012, from ERIC databases.
• Roth, C. E. (2002). A Questioning framework for shaping environmental literacy (US, Earthlore Associates &The Center for Environmental Education of Antioch New England Institute). http://files.eric.ed.gov/fulltext/ED348235.pdf
• Simmons, D. 1995. Papers on the Development of Environmental Education. Troy, OH: North American Association for Environmental Education.
• Teksöz Tuncer G. Şahin E. ve Ertepınar H. 2010 Çevre Okuryazarlığı, Öğretmen Adayları ve Sürdürülebilir Gelecek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi: 39, Ankara.
• Teksöz Tuncer G., Alp G. E, Ertepınar H. 2008. Ankara’daki Eğitim Fakültelerinde Çevre Okuryazarlığının Belirlenmesi. TÜBİTAK Araştırma Projesi Sonuç Raporu, Ankara.
• The Tribilisi Declaration 1977. The Tbilisi decleration: final report intergovernmental conference on environmental education. Organized by UNESCO in Corporation with UNEP, http://www.gdrc.org/uem/ee/EE-Tbilisi_1977.pdf)
• Thomas, I. and Nicita, J. 2002. Sustainability Education and Australian Universities. Environmental Education Research, 8(4).
• UNESCO-UNEP (United Nations Educational, Scientific and Cultural Organization _ United Nations Environment Program). (1989). Environmental literacy for all. Connect, XIV(2), 1-8.