TY  - JOUR
T1  - TYMM ÖĞRETİM PROGRAMLARININ İKLİM ADALETİ VE ÇEVRESEL ETİK BAĞLAMINDA ANALİZİ
TT  - ANALYSING TYMM CURRICULA IN THE CONTEXT OF CLIMATE JUSTICE AND ENVIRONMENTAL ETHICS
AU  - Şenel, Mustafa
Y2  - 2025
DO  - 10.61349/iesbad.1780251
JF  - İstanbul Esenyurt Üniversitesi İşletme ve Yönetim Bilimleri Fakültesi Sosyal Bilimler Araştırmaları Dergisi
JO  - ieSBAD
PB  - İstanbul Esenyurt Üniversitesi
WT  - DergiPark
SN  - 2791-691X
SP  - 169
EP  - 189
VL  - 5
IS  - 2
LA  - tr
AB  - Bu çalışma, Türkiye Yüzyılı Maarif Modeli (TYMM) kapsamında geliştirilen ilköğretim Türkçe, Hayat Bilgisi, İnsan Hakları, Vatandaşlık ve Demokrasi (İHVD), Sosyal Bilgiler ve Fen Bilimleri öğretim programlarını iklim adaleti ve çevresel etik bağlamında incelemeyi amaçlamaktadır. Nitel araştırma desenine sahip çalışmada doküman analizi yöntemi kullanılmış; veriler içerik analizi tekniğiyle değerlendirilmiştir. Bulgular, Fen Bilimleri öğretim programında iklim adaleti ve çevresel etikle ilişkili toplam 317 değer, eğilim, beceri, kavram, öğrenme çıktısı ve süreç bileşenleri gibi ifadenin yer aldığını ortaya koymuştur. Aynı bağlamda Hayat Bilgisi programında 163, Sosyal Bilgiler programında 103, Türkçe programında 11 ve İHVD programında 6 ifade tespit edilmiştir. Elde edilen sonuçlar, TYMM kapsamındaki öğretim programlarının iklim adaleti ve çevresel etik perspektifinden sürdürülebilir yaşam anlayışını destekleyen bütüncül bir yapıya sahip olduğunu göstermektedir. Bununla birlikte, iklim adaleti ve çevresel etik gibi temel kavramların öğretim programlarına daha açık, sistematik ve çok boyutlu biçimde entegre edilmesi, TYMM’nin temel yaklaşımı ve hedeflediği öğrenci profiliyle daha uyumlu bir yapı oluşturacaktır. Bu sayede öğrencilerin, doğaya ve toplumsal sorunlara duyarlı, erdemli bireyler olarak yetişmelerine önemli bir katkı sağlanmış olacaktır.
KW  - TYMM
KW  - öğretim Programı
KW  - iklim adaleti
KW  - çevresel etik
KW  - küresel iklim krizi
KW  - çevre eğitimi
N2  - This study aims to examine the elementary school lessons of Turkish, Life Sciences, Human Rights, Citizenship and Democracy (IHVD), Social Studies and Science curricula developed within the scope of the The Century of Türkiye Education Model (TYMM) in the context of climate justice and environmental ethics. In this qualitative research design study, document analysis method was used and the data were analysed by content analysis technique. The findings revealed that a total of 317 statements such as values, dispositions, skills, concepts, learning outcomes and process components related to climate justice and environmental ethics were included in the Science curriculum. In the same context, 163 statements were identified in the Life Sciences curriculum, 103 in the Social Studies curriculum, 11 in the Turkish curriculum and 6 in the IHVD curriculum. The results obtained show that the curricula within the scope of TYMM have a holistic structure that supports the understanding of sustainable life from the perspective of climate justice and environmental ethics. However, integrating basic concepts such as climate justice and environmental ethics into the curricula in a more explicit, systematic and multidimensional way will create a structure that is more compatible with the basic approach of the TYMM and the student profile it targets. In this way, a significant contribution will be made to raising students as virtuous individuals who are sensitive to nature and social problems.
CR  - Aydinalp, C. & Cresser, M. S. (2008). The effects of global climate change on agriculture. American-Eurasian Journal of Agricultural & Environmental Sciences, 3(5), 672–676.
CR  - Becker, C. (2011). Sustainability ethics and sustainability research. Springer Science & Business Media.
CR  - Boyd, D. R. (2017). The rights of nature: A legal revolution that could save the world. ECW Press.
CR  - Cahill, A. E., Aiello-Lammens, M. E., Fisher-Reid, M. C., Hua, X., Karanewsky, C. J., Ryu, H. Y., ... & Wiens, J. J. (2013). How does climate change cause extinction? Proceedings of the Royal Society B: Biological Sciences, 280(1750), 20121890. https://doi.org/10.1098/rspb.2012.1890
CR  - Casper, A.M.A., Fernández-Giménez M. E. & Balgopal M.M. (2020): A tool for measuring ecological literacy: coupled human-ecosystem interactions, The of Agricultural Education and Extension,27:1, 21-34. https://doi.org/10.1080/1389224X.2020.1780139
CR  - Chopra, R., Joshi, A., Nagarajan, A., Fomproix, N. & Shashidhara, L. S. (2019). Climate change education across the curriculum. In Climate change and the role of education (pp. 53–69).
CR  - Çiçek Palabıyık, D. (2020, May 17). Mevsimler yer değiştirmiyor, özellikleri değişiyor. Anadolu Ajansı. https://www.aa.com.tr/tr/yasam/mevsimler-yer-degistirmiyor-ozellikleri-degisiyor/1841752
CR  - Çoban, S. (2024). İklim adaleti öğretiminde ortak bilgi inşa modeli uygulamalarının öğrencilerin çevre etiği farkındalıklarına ve iklim adaletine yönelik görüşlerine etkisi [Yüksek lisans tezi]. YÖK Tez Merkezi.
CR  - Duram, L. A. (2021). Teaching a social science course on climate change: Suggestions for active learning. Bulletin of the American Meteorological Society, 102(8), E1494–E1498. https://doi.org/10.1175/BAMS-D-20-0116.1
CR  - Fırat, E. (2023). Rights-based litigation in tackling climate change: Can the ECtHR be effective in protecting human rights in the context of climate change? Law and Justice Review, (26), 89–140.
CR  - Fuertes Prieto, M. Á., Andrés Sánchez, S., Corrochano Fernández, D., Delgado Martín, M. L., Herrero Teijón, P., Ballegeer, A. M. C., ... & Ruiz Méndez, C. (2020). Climate change education: A proposal of a category-based tool for curriculum analysis to achieve the climate competence. Education in the knowledge society (EKS), 21, 13. https://doi.org/10.14201/eks.22823
CR  - Grix, J. (2001). Demystifying postgraduate research. University of Birmingham University Press.
Intergovernmental Panel on Climate Change [IPCC]. (2021). Climate change 2021: The physical science basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge University Press.
CR  - Jamieson, D. (1992). Ethics, public policy, and global warming. Global Bioethics, 5(1), 31–42.
CR  - Jamison, A. (2016). Climate change knowledge and social movement theory. Rethinking climate change research (pp. 143–164). Routledge.
CR  - Kanbur, R. (2018). Education for climate justice. Review of Development and Change, 23(1), 107–121.
CR  - Karakaya, F. & Yılmaz, M. (2017). Environmental ethics awareness of teachers. International Electronic Journal of Environmental Education, 7(2), 105–115.
CR  - Karasar, N. (2005). Bilimsel araştırma yöntemi: Kavramlar – İlkeler – Teknikler (15. bs.). Nobel Yayın Dağıtım.
CR  - Kazazoğlu, S. (2025). Environmental Education Through Eco-Literacy: Integrating Sustainability into English Language Teaching. Sustainability, 17(5), 2156.
CR  - Khairullina, E. R., Bogdanova, V. I., Slepneva, E. V., Nizamutdinova, G. F., Fatkhullina, L. R., Kovalenko, Y. A. & Skutelnik, O. A. (2019). Global climate change: Cyclical nature of natural and permanent nature of man-made processes. EurAsian Journal of BioSciences, 13(2), 2311–2316.
CR  - Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi. Siirt Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 170–189.
CR  - Mann, M. E. (2024). Empowering youth to confront the climate crisis in English Language Arts. Teachers College Press.
CR  - McGregor, C. & Christie, B. (2021). Towards climate justice education: Views from activists and educators in Scotland. Environmental Education Research, 27(5), 652–668. https://doi.org/10.1080/13504622.2020.1865881
CR  - McGregor, C., Scandrett, E., Christie, B. & Crowther, J. (2018). Climate justice education: From social movement learning to schooling. Routledge handbook of climate justice (pp. 494–508). Routledge.
CR  - Meehan, C. R., Levy, B. L. & Collet‐Gildard, L. (2018). Global climate change in US high school curricula: Portrayals of the causes, consequences, and potential responses. Science Education, 102(3), 498–528. https://doi.org/10.1002/sce.21332
CR  - Metin, O. & Ünal, Ş. (2022). İçerik analizi tekniği: İletişim bilimlerinde ve sosyolojide doktora tezlerinde kullanımı [Özel sayı]. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 22(2), 273–294. https://doi.org/10.18037/ausbd.1227356
CR  - Micalay-Hurtado, M. A., & Poole, R. (2022). Eco-critical language awareness for English language teaching (ELT): Promoting justice, wellbeing, and sustainability in the classroom. Journal of World Languages, 8(2), 371-390.
CR  - Millî Eğitim Bakanlığı [MEB]. (2024). Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni.
CR  - Newell, P., Srivastava, S., Naess, L. O., Torres Contreras, G. A. & Price, R. (2021). Toward transformative climate justice: An emerging research agenda. Wiley Interdisciplinary Reviews: Climate Change, 12(6), e733.
CR  - Okereke, C. (2010). Climate justice and the international regime. Wiley interdisciplinary reviews: climate change, 1(3), 462-474.
CR  - Özer, N. & Keleş, Ö. (2016). Çevre etiği farkındalık ölçeği geliştirme çalışması. Fen Bilimleri Öğretimi Dergisi, 4(1), 47–64.
CR  - Patterson, J. J., Thaler, T., Hoffmann, M., Hughes, S., Oels, A., Chu, E., ... & Jordan, A. (2018). Political feasibility of 1,5 °C societal transformations: The role of social justice. Current Opinion in Environmental Sustainability, 31, 1–9. https://doi.org/10.1016/j.cosust.2017.11.002
CR  - Payne, P. G. (2006). Environmental education and curriculum theory. The Journal of Environmental Education, 37(2), 25–35.
CR  - Pörtner, H. O., Scholes, R. J., Arneth, A., Barnes, D. K. A., Burrows, M. T., Diamond, S. E., ... & Val, A. L. (2023). Overcoming the coupled climate and biodiversity crises and their societal impacts. Science, 380(6642), eabl4881. https://doi.org/10.1126/science.abl4881
CR  - Roberts, T.J. & Parks, B.C. (2007). Fueling injustice: globalization, ecologically unequal exchange and climate change. Globalizations, 4(2), 193-210.
CR  - Sak, R., Sak, İ. T. Ş., Şendil, Ç. Ö. & Nas, E. (2021). Bir araştırma yöntemi olarak doküman analizi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 227–256.
CR  - Schlosberg, D. & Collins, L. B. (2014). From environmental to climate justice: Climate change and the discourse of environmental justice. Wiley Interdisciplinary Reviews: Climate Change. https://doi.org/10.1002/wcc.275
CR  - Schreiner, C., Henriksen, E. K. & Kirkeby Hansen, P. J. (2005). Climate Education: Empowering Today's Youth To Meet Tomorrow's Challenges.
CR  - Shaw, C. (2016). The role of rights, risks and responsibilities in the climate justice debate. International Journal of Climate Change Strategies and Management, 8(4), 505–519. https://doi.org/10.1108/IJCCSM-07-2015-0103
CR  - Shue, H. (2014). Climate justice: Vulnerability and protection. Oxford University Press.
CR  - Sultana, F. (2022). Critical climate justice. The Geographical Journal, 188(1), 118–124. https://doi.org/10.1111/geoj.12366
CR  - Svarstad, H. (2021). Critical climate education: Studying climate justice in time and space. International Studies in Sociology of Education, 30 (1–2), 214–232. https://doi.org/10.1080/09620214.2020.1867880
CR  - Teixeira, J. E. & Crawford, E. (2022). Climate change education and curriculum revision. World Bank.
CR  - Thiengkamol, N. (2011). Development of model of environmental education and inspiration of public consciousness influencing to global warming alleviation. European Journal of Social Sciences, 25(4), 506–514.
CR  - Tremmel, J. C. & Robinson, K. (2014). Climate ethics: Environmental justice and climate change. Bloomsbury Publishing.
CR  - Weiss, E. B. (1989). Climate change, intergenerational equity and international law: An introductory note. Climatic Change, 15(1), 327–335. https://doi.org/10.1007/BF00138852
CR  - Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. bs.). Seçkin Yayıncılık.
UR  - https://doi.org/10.61349/iesbad.1780251
L1  - https://dergipark.org.tr/tr/download/article-file/5224452
ER  -