Okul Öncesi Öğretmenlerinin ve Okul Öncesi Öğretmen Adaylarının İklim Değişikliği Farkındalıklarının ve İklim Değişikliğini Ders Planlarına Entegre Etme Düzeylerinin Karşılaştırılması

Abstract

Çocuklar, iklim değişikliğinden en çok etkilenen gruplardan biridir. Bu nedenle, son müfredat güncellemelerinde, erken çocukluk döneminde iklim değişikliği eğitimini desteklemek önemli bir yer tutmaktadır. Bu çalışmanın amacı, okul öncesi öğretmenleri ve öğretmen adayı okul öncesi öğretmenlerinin iklim değişikliği konusundaki bilgi, davranış, inanç, tutum ve farkındalık düzeylerini incelemek; ve iklim değişikliğini etkinlik planlarına nasıl entegre ettiklerini araştırmaktır. Araştırmada açıklayıcı sıralı karma yöntem deseni kullanılmıştır. Nicel veriler, 67 okul öncesi öğretmeni ve 94 öğretmen adayından, Hiğde (2014) tarafından geliştirilen İklim Değişikliği Farkındalık Ölçeği aracılığıyla toplanmıştır. Nitel aşamada ise katılımcılardan bir iklim değişikliği etkinlik planı hazırlamaları istenmiştir. 8 okul öncesi öğretmen adayı ve 14 okul öncesi öğretmeni etkinlik planı sunmuştur. 22 katılımcı tarafından sunulan planlar üzerinde doküman analizi ile incelenmiştir. Bulgular, öğretmenlerin belirsizlik inançları, epistemik inançlar, tutumlar ve davranışlar açısından öğretmen adaylarından anlamlı derecede daha yüksek puan aldığını göstermektedir. Öğretmen adayları yalnızca bilgi boyutunda daha yüksek puan almış olup, ders planı puan ortalamaları da daha yüksek bulunmuştur. Bulgular, bilgi boyutunun ders planı hazırlama performansında belirleyici bir faktör olabileceğini göstermektedir.

Keywords

• Okul Öncesi Eğitim
• İklim Değişikliği
• İklim Farkındalığı
• Çevre Eğitimi
• Öğretmen Eğitimi

Comparing Preschool and Preservice Preschool Teachers’ Climate Change Awareness and Level of Climate Change Integration into Lesson Plans

Abstract

Children are one of vulnerable at-risk group affected by climate change. Supporting climate change in early childhood education has become important in recent curriculum updates. The aim of this study is to examine the levels of knowledge, behaviour, beliefs, attitudes and awareness regarding climate change of preschool teachers and preservice preschool teachers; and to investigate how they integrate climate change into their lesson plans. In this study, an explanatory sequential mixed-methods design was used. Quantitative data were collected from 67 preschool teachers and 94 preservice preschool teachers using the Climate Change Awareness Scale developed by Hiğde (2014). In the qualitative phase, participants were asked to prepare a climate change lesson plan. 8 preservice preschool teachers and 14 preschool teachers agreed to prepare a lesson plan. Document analysis was conducted on the plans submitted by the 22 participants. The findings indicate that teachers scored significantly higher than preservice teachers in terms of uncertainty beliefs, epistemic beliefs, attitudes, and behaviours. Preservice teachers scored higher only in the knowledge dimension, and the mean lesson plan scores were also higher. The findings suggest that the knowledge dimension may be a determining factor for preparing lesson plans.

Keywords

• Preschool Education
• Climate Change
• Climate Awareness
• Environment Education
• Teacher Education

Ethical Statement

Ethical permission for this study was obtained from the Social Sciences and Humanities Scientific Research and Publication Ethics Committee at Uşak University (Decision No. 2025-211, dated June 17, 2025). All preschool teachers and preservice teachers participating in the quantitative and qualitative phases were fully informed about the study, and written informed consent was obtained from all participants.

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