The Use of Technology in Early Childhood Environmental Education: An Example on ‘Paper’

Yıl 2024, Cilt: 2 Sayı: 2, 15 - 31, 01.12.2024

Elif Ozturk , Sinan Erten , Rukiye Nur Saygılı

Öz

The study was carried out to examine the effect of the usage of technology on the awareness of children of environmental problems in early childhood education. It was designed with pre-test, post-test-control group experimental design. During the research, the same topics about an environmental issue ‘paper’ were explained to the experimental group by video-supported instruction and to the control group by verbal instruction. The study group of this research consists of eight preschool students in a preschool education institution in a city in the Central Anatolia region within the borders of the Republic of Turkey. Considering the age of the study group, it was deemed appropriate to interview qualitative research methods to collect data and obtain in-depth information that best suited the purpose of the study. For this purpose, qualitative data via semi-structured interviews were collected. The data obtained from the answers received from the students were tabulated by frequency analysis from descriptive statistics methods. The analysis of the research data shows that the use of technology in early childhood education has a positive effect on children's awareness of environmental problems. Another result of the research is that the use of technology in education has a positive effect on the permanence of the knowledge acquired by children. Within this study, it is also important to reveal the necessity of visual learning in education and training.

Anahtar Kelimeler

Early childhood environmental education, environmental awareness, technology, video-assisted instruction

Etik Beyan

This article has been conducted with full adherence to ethical principles, ensuring confidentiality and respect for participants' rights throughout the research process. No conflicts of interest were encountered during the research, and data were analyzed rigorously using scientific methods. The authors have provided accurate citations for their sources, ensuring the reliability of the information presented.

Kaynakça

• Akçay, G. (2023). The effect of environmental education through augmented reality practices on the environmental awareness of primary school Students [Master’s Thesis] Giresun University. Akkoyunlu, B., & Tuğrul, B. (2002). The effect of preschool children's technological interactions in home life on their computer literacy skills. Hacettepe University Faculty of Education Journal, 23(23). Alım, M. (2006). Environment and Environmental Education in Primary School in Turkey Within the Process of the Membership of European Union. Kastamonu Education Journal, 14(2), 599-616.
• Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S. & Young C., Handbook on Digital Video and Audio in Education, Creating and using audio and video material for educational purposes, The Videoaktiv Project
• Areias, M. E. T. F (2023). Envolvimento do Estudante em contextos de aprendizagem enriquecida pela tecnologia: impacto da comunicação vídeo. [Doctoral dissertation] Unıversidade Aberta.
• Bacanak, A., Karamustafaoglu, O., & Köse S. (2003). A new perspective: technology literacy in education. Pamukkale University Faculty of Education Journal, 14(14), 191-196.
• Balci, B. & Eşme, I. (2001). “Technology Education”. Science Education Symposium at the Beginning of the New Millennium, 7-8 September, Maltepe University, Istanbul, 214-220.
• Barbas, T.A., Paraskevopoulos, S., & Stamou, A.G. (2009). The effect of nature documentaries on students’ environmental sensitivity: a case study. Learning, Media and Technology, 34, 61 - 69.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, S. & Demirel, F. (2012). Scientific research methods. Pegem Publishing.Copple,
• C. & Bredekamp, S. (2010). Developmentally appropriate practices in early childhood programs. Washington, DC: NAEYC.
• Copple, C., & Bredekamp S. (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC.
• Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education
• Dale E. (1969). Audio-Visual Methods in Teaching (3rd Ed.), Holt, Rinehart, and Winston 383 Madison Avenue, New York, N. Y. 10017
• Demirkuş, N., Bozkurt, T., & Gülen, S. (2017). The study of development visual material in education on popular environmental concepts. Ahi Evran University Journal of Kirsehir Education Faculty (KEFAD), 18, 145-157.
• Elvan, D. & Mutlubaş, H (2020). Technology Benefits And Use Of Technology In Education-Teaching Activities. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi 4(6), 100-109.
• Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, http://dx.doi: 10.4135/9781506326139.
• Galbraith, J., (2004), 'Active viewing: and oxymoron in video-based instruction?', Society for Applied Learning Technologies Conference, designer.50g.com/docs/Salt_2004.pdf
• Gokmen, A., & Solak, K. (2015). The effect of computer-assisted environmental education on the success of teacher candidates in matter cycles. Journal of Gazi Education Faculty, 35(3).
• Gulay, H. (2011). Reliability and validity studies of the Turkish version of the children's attitudes toward the environment scale-preschool version (CATES-PV) and the analysis of children's pro-environmental behaviors according to different variables. Asian Social Science, 7(10), 229-240. http://dx.doi: 10.5539/ass.v7n10p229
• Güler, T. (2009). The effects of an ecology-based environmental education on teachers' views on environmental education. Education and Science, 34(151), 30-43.
• Kahriman, D. (2019). Environmental education in early childhood. D. Kahriman-Pamuk (Ed.), Environmental education and sustainability in early childhood. Moment Publishing.
• Karasar, N. (2012). Scientific research method-concepts, principles, techniques. 21st Edition. Nobel Publishing
• Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder (updated ed.). Chapel Hill, NC: Algonquin Books of Chapel Hill.
• McManis, L.D., & Gunnewig, S.B. (2012). Finding the education in educational technology with early learners. Young Children, 67, 14-24.
• MoNE. (2006). Pre-school education program. Istanbul: YA-PA
• MoNE. (2013). Pre-school education program. Ankara: MEB
• MoNE. (2017). Ministry of National Education, Department of Basic Education, Preschool Education Program. http://tegm.meb.gov.tr/dosya/okuloncesi/ooprogram.pdf
• Ozan, O. (2015). Educational video development for e-Learning. Journal of Open Education Applications and Research, 1, 59-80.
• Ozdemir, O. (2007). A new environmental education perspective: “Education for sustainable development”. Education and Science, 32(145), 23-38
• Öztürk, E. & Erten S. (2020). The effect of the green box project, which is an international environmental education program, on the attitudes, environmental knowledge and environmentally friendly behaviors of pre-service science teachers. Eskişehir Osmangazi University Turkish World Application and Research Center Education Journal, 5(2), 145-166.
• Öztürk, E. (2023). Scientific Studies on Climate Change, Children and Education: Current Situation and Suggestions. Journal of Education in Science, Environment and Health (JESEH), 9(1), 16-28. https://dx.doi.org/10.55549/jeseh.1231249.
• Peraya, D. & Rickenmann, R. (2006). New Perspectives for Media Education, Theory and Practice Abstract français. Educaitonal Media International, 35(2), 125-132. Doi: https://doi.org/10.1080/0952398980350213.
• Selanikay, T. (2010). Social Studies Course Student Views On Environmental Awareness Gainingmedia Products To Exploit. International Journal of Eurasia Social Sciences, 2010(1), 76-93.
• Takmaz, S., Yılmaz, M. & Kalpaklı, F. (2018). Avatar as an instructional material in environmental training/education. Pamukkale University Journal of Social Sciences Institute, 30, 249-263.
• Thessaloniki-Ay, T. (2010). Social studies course student views on environmental awareness gaining media products to exploit. Journal of International Eurasia Social Sciences, 1(1), 76-93.
• Topal, M, Güven Yıldırım, E, Önder, A. (2020). Use of educational films in environmental education as a digital learning object. Journal of Education in Science, Environment and Health, 6 (2), 134-147. https://doi/10.21891/jeseh.703492
• UNICEF. (2021, August 20). UNICEF warns: One billion children at high risk of climate crisis. Retrieved November 2, 2024 from https://www.unicef.org/turkiye/bas%C4%B1n-b%C3%BCltenleri/unicef-uyar%C4%B1yor-bir-milyar-%C3%A7ocuk-y%C3%BCksek-iklim-krizi-riski-alt%C4%B1nda.
• Willis J, Weiser B. & Kirkwood D. (2014). Bridging the gap: meeting the needs of early childhood students by integrating technology and environmental education. International Journal of Early Childhood Environmental Education, 2 (1), 146.
• Willmot, P., Bramhall, M., Radley, K. (2012) Using digital video reporting to inspire and engage students. http://www.raeng.org.uk/education/hestem/heip/pdf/Using_digital_video_reporting.pdf
• Wilson, R. (1996). The development of the ecological self, Early Childhood Education Journal, 24(2), 121-123.