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

Year 2018, Volume: 14 Issue: 2, 669 - 683, 31.08.2018

Deniz Kahriman-pamuk Refika Olgan

https://doi.org/10.17860/mersinefd.391312

Cited By: 3

Abstract

Bu araştırmanın amacı eko ve eko olmayan okul öncesi eğitim kurumlarının
fiziksel özelliklerini ve okul öncesi öğretmenlerin uygulamalarının SGE
açısından değerlendirmektir. Çalışmanın sonuçlarına göre eko okullarda çalışan
okul öncesi öğretmenlerin SGE uygulamalarına ayırdıkları zaman ve sıklık düzeyi
eko olmayan okullarda çalışan öğretmenlerle karşılaştırıldığında etkisi küçük
olsa da anlamlı derecede yüksek bulunmuştur. Ayrıca SGE’yi destekleyen fiziksel
çevre uyaranları açısından eko okulların daha önde olduğu sonucuna
ulaşılmıştır. Sonuç olarak eko okul yaklaşımı okul öncesi kurumların SGE
açısından fiziksel özelliklerinin iyileştirilmesini sağlayabilir ancak her iki
okul tipinde çalışan öğretmenlerin SGE uygulamaları açısından beklenen kadar
yüksek farka sahip olmaması, bu konu ile ilgili yeni çalışmalara ihtiyaç
duyulduğunu göstermiştir.

Keywords

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

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

Abstract

This
study aimed to determine the frequency of and time allocation for education for
sustainable development (ESD) practices of preschools teachers and examine
the ESD indicators in the physical environment of eco and ordinary
schools. The results indicate that the frequency of and time allocated for the
ESD practices of eco preschool teachers were significantly higher than those of
teachers in ordinary preschools but only with a small effect size. The results
also demonstrate that there are more facilities to support ESD in
eco-preschools compared to ordinary preschools. In conclusion, the
eco-school approach may promote ESD indicators in preschools; however, the
small 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 ordinary
preschools in terms of the physical environment demonstrate the unequal conditions
of preschools in terms of ESD.

Keywords

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

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