"Çocuklar İçin Çevre Ölçeği”nin Geliştirilmesi

Year 2021, Volume 29, Issue 4, 11 - 21, 30.11.2021

Bilge KOÇAK TUMER Fulya TEMEL

https://doi.org/10.24106/kefdergi.789396

Abstract

Çalışma “Çocuklar İçin Çevre Ölçeği”nin geliştirilmesi amacıyla yürütülmüştür. Pilot çalışmaya 48-72 ay arasından 106 çocuk katılmıştır. Ölçek, bulguların istatistiksel analizleri sonucunda tamamlanmıştır. Çocuklar İçin Çevre Ölçeği istatistik analizleri ITEMAN istatistik analiz programı kullanılarak hesaplanmıştır. Madde ayırt edicilik gücü indeksi hesaplamaları çift serili korelasyon katsayısı olarak hesaplanmıştır. Test tekrar test uygulaması toplam çocuk sayısı 98 olup, maddelerin ortalaması 11,85 olarak bulunmuştur. Test tekrar test güvenirliği için hesaplanan Pearson Korelasyon katsayısı 0,69 çıkmıştır. Bu sonuç ölçme aracının test tekrar test güvenirliğinin yeterli sayılabilecek bir düzeyde olduğunu göstermektedir. Ayrıca, testteki değerlendirme ölçütlerinin madde toplam puan korelasyonu ve Kuder Richardson-20 (Kr-20) güvenirlik analizleri yapılmıştır.

Keywords

pre-school, environmental education, environmental scale

Development Of “ Environmental Scale For Children"

Abstract

This study was conducted to develop "Environmental Scale for Children”. 106 children between 48-72 months participated in the pilot study. The scale was concluded after the statistical analysis of the findings. Statistical analyzes of “Environmental Scale for Children” data were carried out using ITEMAN statistics program. Item discrimination difficulty index calculations were calculated as biserial correlation coefficient. Test retest was conducted with 98 children and the mean of the items was found as 11.85. The Pearson Correlation coefficient calculated for test-retest reliability was 0.69. This result shows that the test-retest reliability of the measuring tool is at a sufficient level. Also, total score correlation of the evaluation criteria of the test and Kuder-Richardson 20 (KR-20) reliability analysis was also conducted.

Keywords

environmental scale, pre-school, environmental education

References

• Ahi, B. (2015). Okul öncesi eğitim programına kaynaştırılan çevre eğitimi programının çocukların ‘Çevre’ kavramı hakkındaki zihinsel model gelişimine etkisi. Erişim Adresi: https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Afacan, A. T. (2011). Uluslararası çevre eğitimi projelerinin Türkiye’de uygulanabilirliği üzerine bir araştırma: Globe Projesi.
• Basile, C. G. (2000). Environmental education as a catalyst for transfer of learning in young children. The Journal of Environmental Education, 32(1), 21–27. https://doi.org/10.1080/00958960009598668
• Bjorklund, D. F. & Pellegrini, A. D. (2002). The origins of human natüre: Evolutionary developmental psychology. Washington, DC: American Psychological Association.
• Behrendt, M. & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235–245. Doi: 10.12973/ijese.2014.213a
• Blair, D. (2009). The child in the garden; An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15–38. https://doi.org/10.3200/JOEE.40.2.15-38
• Bryant, C., K. & Hungerford, H., R. (1979). An analysis of Strategies for Teaching Environmental Concepts and Values Clarification in Kindergarten. The Journal of Environmental Education. 9, 44-49. https://doi.org/10.1080/00958964.1977.9942015
• Bowker, R., & Tearle, P. (2007). Gardening as a learning environment; A study of children’s perceptions and understanding of school gardens as part of an international project. Learning Environments Research, 10(2), 83–100. DOI 10.1007/s10984-007-9025-0
• Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin El Kitabı. SPSS Uygulamaları ve Yorumları. (ikinci baskı).
• Carling, A., M. (2013). Wet, Wet, Wet, but still Fun, Fun, Fun: An İlluminative Evaluation of a Forest School Programme in Primary Schools in North East of England.University of York Department of Education. MA in Education.
• Cobb, E. M. (1977). The ecology of imagination in childhood. Dallas, TX, US: Spring Publications Crespo-Ramos, S., Romero-Abrio, A., Martínez-Ferrer, B., & Musitu, G. (2017). Psychosocial variables and overt school violence among adolescents. Psychosocial Intervention, 26, 125-130. https://doi.org/10.1016/j.psi.2017.05.0021132-0559.
• Dijkstra, E., M. & Goedhart, M., J. (2011). Development and validation of the ACSI: measuring students’ science attitudes, pro-environmental behaviour, climate change attitudes and knowledge. Environmental Education Research. 18(6), 733–749. https://doi.org/10.1080/13504622.2012.662213.
• Ernst, J. (2014) Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Educational Reserch. 20(6), 735-752. https://doi.org/10.1080/13504622.2013.833596
• Eco-Schools Program, 2018. [URL: http://www.ekookullar.org.tr, Access Adress: 30.06.2019].https://abc.k12.tr/4/proje/detay/?AspxAutoDetectCookieSupport=1
• García, F. J., Carrero, V. E., Marande, G., & Musitu, G. (2017). Understanding rejection between first-and-second-grade elementary students through reasons expressed by rejecters. Frontiers in Psychology, 8, 462. https://doi.org/10.3389/fpsyg.2017.00462.
• Gülay-Ogelman, H. & Durkan, H. (2014). Toprakla buluşan çocuklar: küçük çocuklar için toprak eğitimi projesinin etkinliği. Uluslararası Sosyal Araştırmalar Dergisi, 7(31), 632-638. Erişim Adresi: http://sosyalarastirmalar.com/cilt7/sayi31_pdf/6egitim/gulay_ogelman_vd.pdf
• Hoffman, A. J., Morales Knight, L. F., & Wallach, J. (2007). Gardening activities, education and self-esteem: Learning outside the classroom. Urban Education, 42(5), 403–411. https://doi.org/10.1177/0042085907304909
• Klemmer, C. D., Waliczek, T. M., & Zajicek, J. M. (2005). Growing minds: The effect of a school gardening program on the science achievement of elementary pupils. HortTechnology, 15(3), 448–452. https://doi.org/10.21273/HORTTECH.15.3.0448
• Knight, S. (2009). Forest schools and outdoor learning in the early years. London: Sage Publications.
• Kos, M. (2010). Outdoor play and learning in early childhood. In M. Zajelšnik (Ed.), Encountering, experiencing and exploring nature in education: Collection of conference papers (108–113). https://doi.org/10.1080/14729679.2013.769888
• Larson, R., L., Gren, T., G. & Castleberry, B., S. (2008). The Impact of a Summer Education Program on The Environmental Attitudes and Awareness Minority Children. Proceedings of the 2008 Northeastern Recreation Research Symposium.
• Leeming, F.C., Dwyer, W.O. & Bracken, A. B. (1995). Children’s Environmental Attitude and Knowledge Scale: Construction and Validation. Journal of Environmental Education. 26(3), 22-42. https://doi.org/10.1080/00958964.1995.9941442
• Macun, A. (2018). 60-72 Aylık çocukların ekolojik görüşlerinin okullarda orman programı kapsamında hazırlanan etkinliklere göre incelenmesi.
• Mustapa, N. D., Maliki, N. Z., Aziz, N. F., & Hamzah, A. (2016). A review of the underlying constructs of connectedness to capture among children. 1st International Conference on Humanities, Social Sciences and Environment (pp. 1-9).
• Özdemir, A. & Yapıcı, E. (2010). Öğretmen Adaylarının Çevre Sorunlarına Yönelik Farkındalık ve İlgi Düzeylerinin Karşılaştırılması. Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü Yüksek Lisans Tezi. Türkiye, Aydın. Erişim Adresi: http://hdl.handle.net/11607/821.
• Palmberg, I., E. & Kuru, J. (2000). Outdoor Activities as a Basis for Environmental Responsibility. The Journal of Environmental Education. 31 (4).2-36. https://doi.org/10.1080/00958960009598649
• Palmer, J. A. (1995). Environmental thinking in the early years: Understanding and misunderstanding of concepts related to waste management. Environmental Education Research. 1(1), 35-45. https://doi.org/10.1080/1350462950010103
• Palavecinos, M., Amérigo, M., Ulloa, J. B. & Muñoz, J. (2016). Environmental concern and ecological responsible behavior in university students: A comparative analysis between Chilean and Spanish students. Psychosocial Intervention, 25, 143-148. https://doi.org/10.1016/j.psi.2016.01.001
• Peterson, A. (2013). A forest preschool for the bay area: A pilot study for a new natüre-based curriculum. (Master thesis). Dominican University of California. Access Adress: https://eric.ed.gov/?id=ED542154
• Powell, R., B., Stern, M., J., Krohn B. D. & Ardoin N. (2011). Development and validation of scales to measure environmental responsibility, character development, and attitudes toward school. Environmental Education Research. 17(1), 91–111. https://doi.org/10.1080/13504621003692891
• Pringle, R., Hakverdi, M., Cronin-Jones, L, & Jonson, C. (2003). Zoo School for Preschoolers: Laying the Foundation for Environmental Education. Gainesville. Florida. Access Adress: https://eric.ed.gov/?id=ED475663
• Rakison, D. H. (2005). Infant perception and cognition: An evolutionary perspective on early learning. In B. J. Ellis & D. F. Bjorklund (Eds.), Origins of the social mind: Evolutionary psychology and child development (317–353). New York: Guilford.
• Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M., Sanders, K. and Benefield. P. (2004). A review of research on outdoor learning. (Eds.) Lederman G. N. & Abel. K., S.Handbook of Research on Science Education. Shrewsbury: Field Studies Council. Unknow Publisher.
• Shin, H., K. (2008). Development of Environmental Education in the Korean Kindergarten Context. Doctor of Philosophy in the Department of Curricuum and Instruction.University of Victoria. URL: http://hdl.handle.net/1828/878
• Smith, P., K. (2011). Children’s play; Essential for development, surplus energy, or something in between? In M. Veisson, E. Hujala, P. K. Smith, M. Waniganayake, & E. Kikas (Eds.), Global perspectives in early childhood education: Diversity, challenges and possibilities. Peter Lang., Frankfurt.
• Stapp, W. (1978). An instructional model for environmental education. Prospects, 8(4), 495-507. https://doi.org/10.1007/BF02282156
• Sungurtekin, Ş. (2001). “Uygulamalı Çevre Eğitimi Projesi” Kapsamında Ana ve İlköğretim Okullarında “Müzik Yoluyla Çevre Eğitimi”. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. (14),
• Şahin, N. F., Cerrah, L., Saka, A. & Şahin, B. (2004). Yüksek Öğretimde Öğrenci Merkezli Çevre Eğitimi Dersine Yönelik Bir Uygulama. Gazi Üniversitesi, Gazi Eğitim Fakültesi Dergisi, 3(24): 113-128
• Taşkın, Ö. & Şahin, B. (2008). “Çevre” Kavramı ve Altı Yaş Okul Öncesi Çocuklar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (1), 23.
• Tilbury, D. (1994). The Critical Learning Years for Environmental Education. In R. A. Wilson (Ed.), Environmental Education at the Early Childhood Level. Washington, DC: North American Association for Environmental Education.
• Tuğluk, M., N. (2019). Minik Eller Doğayı Oyuncağa Dönüştürüyor. (electronical mail).
• Uzun, N. & Sağlam, N. (2006). Ortaöğretim Öğrencileri İçin Çevresel Tutum Ölçeği Geliştirme ve Geçerliliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. (30), 240-250.
• Wilson, R. (1995). Nature and young children: A natural connection. Young Children, 50(6), 4-11. Access Adress: https://eric.ed.gov/?id=EJ510603
• Wilson, R. A. (1996). Environmental education programs for preschool children. The Journal of Environmental Education, 27(4), 28-33. https://doi.org/10.1080/00958964.1996.9941473
• Wilson, R. (2008). Nature and young children: Encouraging creative play and learning in natural environments. Abingdon: Routledge.
• Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6. baskı) Ankara: Seçkin Yayıncılık