PDF Zotero Mendeley EndNote BibTex Cite

Beliefs on Education for Sustainable Development: Scale Development Study

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

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

References

  • Alpaslan, M., Işıksal, M. ve Haser, Ç. (2013). Pre-service mathematics teachers‟ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education. Science & Education, 23(1), 159–183.
  • Baker, S. (2006). Sustainable development. New York: Routledge.
  • Boon, H. (2011). Beliefs and education for sustainability in rural and regional Australia. Education in Rural Australia, 21(2009), 37–54.
  • Bryan, L. (2012). Research on science teacher beliefs. B. Fraser, K. Tobin ve C. McRobbie (Ed.), Second international handbook of science education içinde (ss. 477–495). London: Springer.
  • Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240.
  • Corney, G. ve Reid, A. (2007). Student teachers‟ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54.
  • Cotton, D. R. E., Warren, M. F., Maiboroda, O. ve Bailey, I. (2007). Sustainable development, higher education and pedagogy: a study of lecturers‟ beliefs and attitudes. Environmental Education Research, 13(5), 579–597.
  • Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250.
  • DeVellis, R. (2003). Scale development: Theory and applications. California: SAGE Publications, Inc.
  • Fishbein, M. (1967). A consideration of beliefs and their role in attitude measurement. M. Fishbein (Ed.), Reading in attitude theory and measurement içinde (ss. 257–266). New York: John Willey & Sons.
  • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2010). Multivariate data analysis. NJ: Prentice-Hall.
  • Hicks, D. (2002). Envisioning a better world: Sustainable development in school geography. M. Smith (Ed.), Aspects of teaching secondary geography: Perspectives on practice içinde (ss. 278–286). London: Routledge.
  • Hopkins, C. ve Mckeown, R. (2002). Education for sustainable development: An international perspective. D. Tilbury, R. B. Stevenson, J. Fien ve D. Schreuder (Ed.), Education and sustainability responding to global change içinde (ss. 13– 24). Cambridge: IUCN.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Leiserowitz, A. A., Kates, R. W. ve Parris, T. M. (2006). Sustainability values, attitudes, and behaviors: A review of multinational and global trends. Annual Review of Environment and Resources, 31, 413–444.
  • MacCallum, R. C., Browne, M. W. ve Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149.
  • McKeown, R., Hopkins, C. A., Rizzi, R. ve Chrystalbridge, M. (2002). Education for Sustainable adresinden erişildi. Toolkit.
  • http://www.esdtoolkit.org/default.htm
  • Mittler, D. (2001). Hijacking sustainability? Planners and the promise and failure of local agenda 21. A. Layard, S. Davoudi ve S. Batty (Ed.), Planning for sustainable future içinde (ss. 53–60). New York: Spon Press.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
  • Netemeyer, R. G., Bearden, W. O. ve Sharma, S. (2003). Scaling procedures: Issues and applications. California: SAGE Publications, Inc.
  • Pajares, M. (1992). Teachers‟ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Pallant, J. (2011). SPSS Survival manual: A step by step guide to data analysis using SPSS for windows. Australia: Allen & Unwin.
  • Qablan, A., Al-Ruz, J. ve Khasawneh, S. (2009). Education for sustainable development: Liberation or indoctrination? An assessment of faculty members‟ attitudes and classroom practices. International Journal of Environmental & Science Education, 4(4), 401–417.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C. ve Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological reports, 62(3), 763–770.
  • Schweizer, K., Moosbrugger, H. ve Schermelleh-Engel, K. (2003). Models for hierarchical structures in differential psychology. Methods of Psychological Research, 8(2), 159–180.
  • Shavelson, R. J. ve Stern, P. (1981). Research on teachers‟ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455– 498.
  • Summers, M., Corney, G. ve Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9(3), 327–346.
  • Taylor, N., Nathan, S. ve Coll, R. K. (2003). Education for sustainability in regional New South Wales, Australia: An exploratory study of some teachers‟ perceptions. International Research in Geographical and Environmental Education, 12(4), 291–311.
  • UNECE. (2005). UNECE strategy for education for sustainable development. New York.
  • UNESCO. (2005). United Nations Decade of Education for Sustainable Development 2005-2014: Draft International Implementation Scheme.
  • United Nations (UN). (2000). United nations millennium declaration. New York.
  • United Nations Conference on Environment and Development (UNCED). (1992). Agenda 21: Programme of Action for Sustainable Development. Rio de Janeiro.
  • United Nations World Summit on Sustainable Development (WSSD). (2002). The Johannesburg Declaration on sustainable development. Johannesburg.
  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.
  • Winter, C. ve Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341–358.
  • Yang, G., Lam, C.-C. ve Wong, N.-Y. (2010). Developing an instrument for identifying secondary teachers‟ beliefs about education for sustainable development in China. The Journal of Environmental Education, 41(4), 195–207.

SÜRDÜRÜLEBİLİR KALKINMA EĞİTİMİNE YÖNELİK İNANÇLAR: ÖLÇEK GELİŞTİRME ÇALIŞMASI

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

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.

References

  • Alpaslan, M., Işıksal, M. ve Haser, Ç. (2013). Pre-service mathematics teachers‟ knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education. Science & Education, 23(1), 159–183.
  • Baker, S. (2006). Sustainable development. New York: Routledge.
  • Boon, H. (2011). Beliefs and education for sustainability in rural and regional Australia. Education in Rural Australia, 21(2009), 37–54.
  • Bryan, L. (2012). Research on science teacher beliefs. B. Fraser, K. Tobin ve C. McRobbie (Ed.), Second international handbook of science education içinde (ss. 477–495). London: Springer.
  • Corney, G. (2006). Education for sustainable development: An empirical study of the tensions and challenges faced by geography student teachers. International Research in Geographical and Environmental Education, 15(3), 224–240.
  • Corney, G. ve Reid, A. (2007). Student teachers‟ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54.
  • Cotton, D. R. E., Warren, M. F., Maiboroda, O. ve Bailey, I. (2007). Sustainable development, higher education and pedagogy: a study of lecturers‟ beliefs and attitudes. Environmental Education Research, 13(5), 579–597.
  • Cronin-Jones, L. L. (1991). Science teacher beliefs and their influence on curriculum implementation: Two case studies. Journal of Research in Science Teaching, 28(3), 235–250.
  • DeVellis, R. (2003). Scale development: Theory and applications. California: SAGE Publications, Inc.
  • Fishbein, M. (1967). A consideration of beliefs and their role in attitude measurement. M. Fishbein (Ed.), Reading in attitude theory and measurement içinde (ss. 257–266). New York: John Willey & Sons.
  • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2010). Multivariate data analysis. NJ: Prentice-Hall.
  • Hicks, D. (2002). Envisioning a better world: Sustainable development in school geography. M. Smith (Ed.), Aspects of teaching secondary geography: Perspectives on practice içinde (ss. 278–286). London: Routledge.
  • Hopkins, C. ve Mckeown, R. (2002). Education for sustainable development: An international perspective. D. Tilbury, R. B. Stevenson, J. Fien ve D. Schreuder (Ed.), Education and sustainability responding to global change içinde (ss. 13– 24). Cambridge: IUCN.
  • Hu, L. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
  • Leiserowitz, A. A., Kates, R. W. ve Parris, T. M. (2006). Sustainability values, attitudes, and behaviors: A review of multinational and global trends. Annual Review of Environment and Resources, 31, 413–444.
  • MacCallum, R. C., Browne, M. W. ve Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149.
  • McKeown, R., Hopkins, C. A., Rizzi, R. ve Chrystalbridge, M. (2002). Education for Sustainable adresinden erişildi. Toolkit.
  • http://www.esdtoolkit.org/default.htm
  • Mittler, D. (2001). Hijacking sustainability? Planners and the promise and failure of local agenda 21. A. Layard, S. Davoudi ve S. Batty (Ed.), Planning for sustainable future içinde (ss. 53–60). New York: Spon Press.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.
  • Netemeyer, R. G., Bearden, W. O. ve Sharma, S. (2003). Scaling procedures: Issues and applications. California: SAGE Publications, Inc.
  • Pajares, M. (1992). Teachers‟ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
  • Pallant, J. (2011). SPSS Survival manual: A step by step guide to data analysis using SPSS for windows. Australia: Allen & Unwin.
  • Qablan, A., Al-Ruz, J. ve Khasawneh, S. (2009). Education for sustainable development: Liberation or indoctrination? An assessment of faculty members‟ attitudes and classroom practices. International Journal of Environmental & Science Education, 4(4), 401–417.
  • Scherer, R. F., Wiebe, F. A., Luther, D. C. ve Adams, J. S. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological reports, 62(3), 763–770.
  • Schweizer, K., Moosbrugger, H. ve Schermelleh-Engel, K. (2003). Models for hierarchical structures in differential psychology. Methods of Psychological Research, 8(2), 159–180.
  • Shavelson, R. J. ve Stern, P. (1981). Research on teachers‟ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51(4), 455– 498.
  • Summers, M., Corney, G. ve Childs, A. (2003). Teaching sustainable development in primary schools: An empirical study of issues for teachers. Environmental Education Research, 9(3), 327–346.
  • Taylor, N., Nathan, S. ve Coll, R. K. (2003). Education for sustainability in regional New South Wales, Australia: An exploratory study of some teachers‟ perceptions. International Research in Geographical and Environmental Education, 12(4), 291–311.
  • UNECE. (2005). UNECE strategy for education for sustainable development. New York.
  • UNESCO. (2005). United Nations Decade of Education for Sustainable Development 2005-2014: Draft International Implementation Scheme.
  • United Nations (UN). (2000). United nations millennium declaration. New York.
  • United Nations Conference on Environment and Development (UNCED). (1992). Agenda 21: Programme of Action for Sustainable Development. Rio de Janeiro.
  • United Nations World Summit on Sustainable Development (WSSD). (2002). The Johannesburg Declaration on sustainable development. Johannesburg.
  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.
  • Winter, C. ve Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341–358.
  • Yang, G., Lam, C.-C. ve Wong, N.-Y. (2010). Developing an instrument for identifying secondary teachers‟ beliefs about education for sustainable development in China. The Journal of Environmental Education, 41(4), 195–207.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Ali SAĞDIÇ
Orta Doğu Teknik Üniversitesi


Elvan ŞAHİN This is me
Orta Doğu Teknik Üniversitesi

Publication Date August 1, 2015
Application Date September 20, 2021
Acceptance Date September 20, 2021
Published in Issue Year 2015, Volume 16, Issue 3

Cite

APA Sağdıç, A. & Şahin, E. (2015). SÜRDÜRÜLEBİLİR KALKINMA EĞİTİMİNE YÖNELİK İNANÇLAR: ÖLÇEK GELİŞTİRME ÇALIŞMASI . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 16 (3) , 161-180 . Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59449/854079

19122   19121   19116   19117     19118       19119       19120     19124