@article{article_391312, title={Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools}, journal={Mersin Üniversitesi Eğitim Fakültesi Dergisi}, volume={14}, pages={669–683}, year={2018}, DOI={10.17860/mersinefd.391312}, author={Kahriman-pamuk, Deniz and Olgan, Refika}, keywords={Sürdürülebilir gelişme için eğitim,eko-okul öncesi eğitim kurumları,sürdürülebilir gelişme için eğitim göstergeleri,fiziksel çevre özellikleri}, abstract={<span lang="en-us" style="font-size:10pt;line-height:115%;font-family:’Times New Roman’, serif;" xml:lang="en-us">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 <s> <span style="color:#FF0000;"> </span> </s>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. </span>}, number={2}, publisher={Mersin Üniversitesi}