Views of Pre-Service Science Teachers on Sustainable Development Awareness

Yıl 2024, , 1 - 20, 30.06.2024

Talha Gündüz , Seraceddin Levent Zorluoğlu , Ayşe Şahintürk

https://doi.org/10.17244/eku.1172318

Cited By: 2

Öz

In the study, it was aimed to determine the awareness of 81 pre-service science teachers studying in different classes about sustainable development. Phenomenology design was used to determine the views of science teaching department students about sustainable development. Since the concept of sustainability is related to the field of science and science teachers have a role in providing the students with the achievements related to sustainability in the science program, the study was conducted with the students of the faculty of education science teaching department. A semi-structured interview form was used to collect data. The data collected within the scope of the study were analyzed using content analysis. While analyzing the data, codes were created according to the answers given by each student. Similar codes were categorized taking into account the dimensions of sustainable development, the objectives of the United Nations development program, and the answers given by the students. As a result of the analysis of the data, it was concluded that the students of science teaching department had average knowledge about sustainable development, but they did not have sufficient knowledge about sustainable development. Considering the results, studies can be conducted on the sustainable development awareness of pre-service teachers in different branches. In addition, it is recommended to organize activities and conferences that will positively affect the sustainable development awareness of pre-service teachers.

Anahtar Kelimeler

Sustainability, sustainable development, science department students

Fen Bilgisi Öğretmen Adaylarının Sürdürülebilir Kalkınma Bilincine Yönelik Görüşleri

Öz

Çalışmada, farklı sınıflarda öğrenim görmekte olan 81 fen bilgisi öğretmenliği bölümü öğrencisinin sürdürülebilir kalkınma hakkında farkındalıklarının belirlenmesi amaçlanmıştır. Fen bilgisi öğretmenliği bölümü öğrencilerinin sürdürülebilir kalkınma hakkındaki görüşleri belirleneceğinden olgubilim deseni kullanılmıştır. Sürdürülebilirlik kavramının fen alanı ile ilişkili olması ve fen programında sürdürülebilirliğe ilişkin kazanımları öğrencilere kazandırmada fen bilgisi öğretmenlerinin rol alması nedeniyle eğitim fakültesi fen bilgisi öğretmenliği bölümü öğrencileri ile çalışılmıştır. Verilerin toplanması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma kapsamında toplanan veriler içerik analizi kullanılarak analiz edilmiştir. Veriler analiz edilirken her bir öğrencinin vermiş olduğu cevaplara göre kodlar oluşturulmuştur. Sürdürülebilir kalkınmanın boyutları, Birleşmiş Milletler Kalkınma Programı amaçları ve öğrencilerin verdikleri cevaplar dikkate alınarak benzer kodlar kategorileştirilmiştir. Verilerin analizinin sonucunda fen bilgisi öğretmenliği bölümü öğrencilerinin sürdürülebilir kalkınma hakkında ortalama düzeyde bilgilerinin olduğu ancak sürdürülebilir kalkınma hakkında yeterli bilgiye sahip olmadıkları sonucuna ulaşılmıştır. Ulaşılan sonuçlar doğrultusunda ilgili çalışmanın kapsamı genişletilerek farklı branşlarda öğrenim gören öğretmen adaylarının sürdürülebilir kalkınma farkındalıklarına yönelik nitel çalışma yapılabilir. Öğretmenlik bölümlerinde öğrenim gören öğrencilerin sürdürülebilir kalkınma bilincini olumlu yönde etkileyecek etkinliklerin ve konferansların yapılması önerilmektedir.

Anahtar Kelimeler

Sürdürülebilirlik, sürdürülebilir kalkınma, fen bilgisi bölümü öğrencileri

Kaynakça

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