SÜRDÜRÜLEBİLİR KALKINMA EĞİTİMİNE YÖNELİK İNANÇLAR: ÖLÇEK GELİŞTİRME ÇALIŞMASI

Year 2015, Volume: 16 Issue: 3, 161 - 180, 01.08.2015

Ali Sağdıç Elvan Şahin

Abstract

İnsanların doğa, ekonomi ve toplumla olan ilişkilerinin sürdürülebilir olması, eski yıllara oranla çok daha fazla önem kazanmaktadır. Bunun bir sonucu olarak, öğrencileri sürdürülebilir kalkınma bilinci ile yetiştirmek hedeflenmektedir. Bu hedefe ulaşmak için de öğretmenlere önemli roller düşmektedir. Bu çalışmada ilköğretim öğretmenlerinin sürdürülebilir kalkınma eğitimine yönelik inançlarına dair ölçek geliştirme amaçlanmıştır. Çalışma iki aşamadan oluşmuştur. Birinci aşamaya 211 öğretmen adayı katılmış ve elde edilen veriler, ölçeğin öncül versiyonunun yapı geçerliğinin değerlendirilmesi için kullanılmıştır. Uygulamanın ikinci aşamasına ise Eko-Okullar ve Yeşil Kutu eğitim faaliyetlerine katılmış 210 ilköğretim öğretmeni dâhil olmuştur. Elde edilen veriler doğrulayıcı faktör analizi, aynılık ve ayırt edicilik geçerliği analizleri ve madde analizleri ile incelenmiştir. Sonuçlar otuz iki madde ve üç faktörden oluşan sürdürülebilir kalkınma eğitimine yönelik inançlar ölçeğinin geçerlik ve güvenirliğini desteklemiştir.

Keywords

Sürdürülebilir kalkınma eğitimi, inançlar, ilköğretim öğretmenleri

Beliefs on Education for Sustainable Development: Scale Development Study

Abstract

For humans, having relationship with nature, economy and society which is sustainable is currently more of importance compared with the previous years. Consequently, it is aimed to equip students with awareness towards sustainable development. In order to achieve this target, teachers have significant responsibilites. The purpose of this study is to develop a valid and reliable scale to assess elementary teachers‟ beliefs on education for sustainable development. The study consists of two phases. In the first phase, 211 preservice elementary teachers participated to the study, and the data were initially analyzed by exploratory factor analysis. In the second phase, the scale was administered to 210 elementary school teachers participating eco-school and green package teacher training program. Data were analyzed by confirmatory factor analysis, discriminant and convergent validity analyses and item analysis. The results indicated that beliefs on education for sustainable development scale, including thirty two items and three factors, is a valid and reliable scale

Keywords

Education for sustainable development, elementary teachers, beliefs

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