Classroom Teachers' In-Class Ecological Footprint Awareness Raising Practices
Abstract
With this research, it is aimed to determine the practices of classroom teachers to increase awareness of ecological footprint in the classroom. The study group of this research, which is shaped by the basic qualitative research model among the qualitative research methods, consists of 28 classroom teachers who work in Diyarbakır city center in the 2019-2020 academic year and are determined by the purposeful-criterion sampling method. During the data collection process of the research, interviews were made with classroom teachers. In the interviews, questions prepared with semi-structured interview technique were used and content analysis was used in the analysis process of the data obtained with these questions. As a result of the interviews with the classroom teachers; It was stated by teachers that ecological footprint practices should be given from primary school. It has been concluded that the practices of classroom teachers to reduce the ecological footprint include components of the ecological footprint, and these activities provide children with the development of environmental awareness, sense of responsibility and cooperation, love of nature and animals, and a sense of protection and ownership. It was determined that classroom teachers faced difficulties such as limited school facilities, lack of sufficient support from parents and administrators, insufficient curriculum and crowded class sizes during the process of ecological footprint practices and activities to develop sustainable living opportunities.
Keywords
environmental education, ecological footprint, classroom teacher, classroom practices
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