Critical Perspectives on Sustainability Literacy in Science Education: A Critical Review Study

Öz

ABSTRACT This study aims to adopt approaches accepted in the literature on sustainability literacy in science education and to reveal the variables that shape these approaches. In this context, key themes related to sustainability literacy were identified by examining the relationships between the publications included in the set of studies and research trends. In this critical literature review, 16 articles published between 2006-2024 were subjected to descriptive and content analysis. According to the results of the descriptive analysis, there has been an increase in the number of studies since 2020. As a result of the content analysis of the variables and objectives in the articles included in the set of studies, 11 themes were identified; the themes with the most frequently recurring codes are “higher education”, “knowledge”, “pedagogical approaches”, and “skills”. The findings and results presented in the articles were examined from an educational perspective, and the study findings were obtained on the themes of establishing an educational framework for teacher education, examinations at the higher education, determining the level of sustainability literacy, the impact of experimental intervention, and the development of an ecological framework. Upon analyzing the recommendations of the examined articles within the scope of the research, it was concluded that implementing them through concrete, action-oriented steps by educators and policymakers, while taking cultural factors into account, is important in the context of national and international sustainability goals. This research provides a critical assessment of the current state of the field and offers actionable recommendations to develop more effective strategies for integrating sustainability literacy into science education.

Anahtar Kelimeler

• Sustainability literacy
• science education
• environmental education

Fen Eğitiminde Sürdürülebilirlik Okuryazarlığına Kritik Bakış: Bir Eleştirel Derleme Çalışması

Öz

Bu çalışmada, fen eğitimi alanında sürdürülebilirlik okuryazarlığına yönelik alanyazında kabul gören yaklaşımların benimsenmesi ve bu yaklaşımların hangi değişkenler çerçevesinde şekillendiğinin ortaya çıkarılması amaçlanmaktadır. Bu bağlamda çalışma grubuna dahil edilen yayınlar arasındaki ilişkiler ve araştırma eğilimleri incelenerek sürdürülebilirlik okuryazarlığına dair anahtar temalar ve araştırma alanları belirlenmiştir. Eleştirel alanyazın derlemesi türünde olan bu çalışmada, uluslararası veri tabanlarından elde edilen veriler kullanılarak 2006-2024 yılları arasında yayımlanan 16 makale betimsel ve içerik analizine tabi tutulmuştur. Gerçekleştirilen betimsel analiz sonuçlarına göre, 2020 yılından itibaren çalışma sayılarındaki artışa işaret etmektedir. Çalışma grubundaki makalelerde yer alan değişken ile amaçlara ilişkin içerik analizi sonucunda 11 temaya ulaşılmış olup; sırasıyla en çok tekrar eden kodları bünyesinde barındıran “yükseköğretim”, “bilgi”, “pedagojik yaklaşımlar” ve “beceri” temaları öne çıkmaktadır. Makalelerde yer alan bulgular ile sonuçlar eğitim perspektifinde incelenmiş olup, öğretmen eğitimine yönelik bir eğitim çerçevesinin oluşturulması, yükseköğrenim düzeyinde incelemeler, sürdürülebilirlik okuryazarlık düzeyinin belirlenmesi, deneysel müdahalenin etkisi ve ekolojik çerçevenin geliştirilmesi temalarında çalışma bulgularına ulaşılmıştır. Araştırma kapsamında incelenen makalelerin önerileri analiz edildiğinde, kültür faktörü göz önünde bulundurularak eğitimciler ve politika yapıcılar tarafından uygulamaya dönük somut adımlarla hayata geçirilmesi ulusal ve uluslararası sürdürülebilirlik hedefleri bağlamında önem arz ettiği belirtilmektedir. Bu araştırmanın sonuçları, alanyazındaki mevcut duruma yönelik eleştirel bir değerlendirme sunarak, araştırmacılar ile uygulayıcılar için sürdürülebilirlik okuryazarlığının fen eğitiminde daha etkili bir şekilde yerleştirilmesine yönelik stratejiler geliştirilmesinde işevuruk öneriler sunmaktadır.

Anahtar Kelimeler

• Sürdürülebilirlik Okuryazarlığı
• fen eğitimi
• çevre eğitimi

Etik Beyan

Bu çalışma insan üzerinden gerçekleştirilmediğinden, bir derleme çalışması olması sebebi ile yöntemi ve kapsamı gereği etik kurul izni gerektirmemektedir.

Teşekkür

*Bu çalışma, 17-19 Mayıs 2025 tarihleri arasında Balıkesir’de düzenlenen 5. Uluslararası Fen, Matematik, Girişimcilik ve Teknoloji Eğitimi Kongresi’nde sözlü bildiri olarak sunulan ve özet olarak basılan araştırmanın genişletilmiş halidir.

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