meujfe

Mersin Üniversitesi Eğitim Fakültesi Dergisi

1306-7850

Mersin University

10.17860/mersinefd.391312

Studies on Education

Eğitim Üzerine Çalışmalar

Sürdürülebilir Gelişme için Eğitimde Öğretmen Uygulamaları ve Okul Öncesi Okulların Fiziksel Ortamları: Eko ve Eko Olmayan Okulların Karşılaştırılması

Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools

https://orcid.org/0000-0002-7028-6097

Kahriman-pamuk

Deniz

Mersin Üniversitesi

https://orcid.org/0000-0003-1953-7484

Olgan

Refika

Orta Doğu Teknik Üniversitesi

08 31 2018

14 2 669 683 02 07 2018 07 14 2018

2005

Mersin University Journal of the Faculty of Education

Bu araştırmanın amacı eko ve eko olmayan okul öncesi eğitim kurumlarınınfiziksel özelliklerini ve okul öncesi öğretmenlerin uygulamalarının SGEaçısından değerlendirmektir. Çalışmanın sonuçlarına göre eko okullarda çalışanokul öncesi öğretmenlerin SGE uygulamalarına ayırdıkları zaman ve sıklık düzeyieko olmayan okullarda çalışan öğretmenlerle karşılaştırıldığında etkisi küçükolsa da anlamlı derecede yüksek bulunmuştur. Ayrıca SGE’yi destekleyen fizikselçevre uyaranları açısından eko okulların daha önde olduğu sonucunaulaşılmıştır. Sonuç olarak eko okul yaklaşımı okul öncesi kurumların SGEaçısından fiziksel özelliklerinin iyileştirilmesini sağlayabilir ancak her ikiokul tipinde çalışan öğretmenlerin SGE uygulamaları açısından beklenen kadaryüksek farka sahip olmaması, bu konu ile ilgili yeni çalışmalara ihtiyaçduyulduğunu göstermiştir.

Thisstudy aimed to determine the frequency of and time allocation for education forsustainable development (ESD) practices of preschools teachers and examinetheESD indicators in the physical environment of eco and ordinaryschools. The results indicate that the frequency of and time allocated for theESD practices of eco preschool teachers were significantly higher than those ofteachers in ordinary preschools but only with a small effect size. The resultsalso demonstrate that there are more facilities to support ESD ineco-preschools compared to ordinary preschools.In conclusion, theeco-school approach may promote ESD indicators in preschools; however, thesmall effect size and similar mean scores of teachers in both schools emphasize the necessity of further investigating the issue.On the other hand, the significant differences between eco and ordinarypreschools in terms of the physical environment demonstrate the unequal conditionsof preschools in terms of ESD.

Education for sustainable development eco preschools education for sustainable development indicators preschool physical environment

Sürdürülebilir gelişme için eğitim eko-okul öncesi eğitim kurumları sürdürülebilir gelişme için eğitim göstergeleri fiziksel çevre özellikleri

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