Araştırma Makalesi
BibTex RIS Kaynak Göster

Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates

Yıl 2020, Cilt: 10 Sayı: 1, 32 - 43, 01.01.2020

Öz

The
aim of this study is to investigate the ecological footprint awareness levels
of classroom teacher candidates. Survey model have been used in this research.
The study group consists of 349 prospective teachers who were studying in the
first, second, third and fourth grade levels of Kastamonu University Faculty of
Education classroom education undergraduate program in the spring term of
2018-2019 academic year.
Ecological
Footprint Awareness Scale was used as data gathering tool.
In the analysis of the data, t-test for
independent groups and one-way ANOVA were used for multiple comparisons.
For the findings of research, ecological footprint
awareness of teacher candidates were examined in terms of gender, class level
and settlements variables.
When the
results obtained from this study were examined in general, it was determined
that female teacher candidates had higher ecological footprint awareness than
male teacher candidates.
In
addition, it was observed that pre-service teachers in the fourth grade had
higher ecological footprint awareness than pre-service teachers who were at the
other grade levels.
However,
it has been found that the pre-service teachers, who have been living in the
city, have higher ecological footprint awareness than the pre-service teachers,
who have been living in the village.

Kaynakça

  • Barrett, J. R. (2000). Sustainability and the ecological footprint: comparing human demand with nature's supply (Doctoral dissertation), Liverpool John Moores University.
  • Bicknell, K. B., Ball, R. J., Cullen, R., & Bigsby, H. R. (1997). New methodology for the ecological footprint with an application to the New Zealand economy. Ecological economics, 27(2), 149-160.
  • Coşkun, I. (2013). Determination of ecological footprint awareness levels of prospective classroom teachers. (Unpublished master's thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Çelik-Coşkun, I. & Sarıkaya, R. (2014). Determination of ecological footprint awareness levels of prospective classroom teachers. Turkish Studies, 9(5), 1761-1787.Du, B. , Zhang, K. , Song, G., & Wen, Z. (2006). Methodology for an urban ecological footprint to evaluate sustainable development in China. International Journal of Sustainable Development and World Ecology, 13, 245-254.
  • Eren, B., Aygün, A., Chabanov, D. & Akman, N. (2016). Ecological footprint score in engineering students. International Journal of Engineering and Technology Research, 1(1), 7–12.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw- Hill International Edition.
  • Günal, N. (2018). Evaluating the tendency of university students to reduce the ecological footprint. (Unpublished master's thesis). Gazi University, Institute of Science and Technology, Ankara.
  • Karaca, H. (1998). Looking for a new person. Journal of Green Atlas, 21, 44-48.
  • Keleş, Ö., Uzun, N. & Özsoy, S. (2008). Calculation and evaluation of teacher candidates' ecological footprints. Ege University Journal of Ege Education Faculty, 9(2), 1-14.
  • Keleş, Ö. (2011). Effect of learning ring model on reducing ecological footprints of students. Gaziantep University Journal of Social Sciences, 10(3), 1143-1160.
  • Kışlalıoğlu, M. & Berkes, F. (1990). Ecology and environment. Ankara: Remzi Bookstore.
  • Kurt, H. (2013). Analysis of biology teachers' perceptions of responsibility for student achievement according to their classroom management profiles. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(6). 473-490.
  • Living Planet Report. (2014). Species and spaces, people and places. WWF International.
  • Özgen, U., & Demirci-Aksoy, A. (2017). Ecological footprint awareness levels of consumers: The case of Ankara province. Third Sector Social Economy, 52(3), 46-65.
  • Sivrikaya, Ş. (2018). Determination of ecological footprint awareness levels of science and Turkish teacher candidates. (Unpublished master's thesis). Akdeniz University Institute of Educational Sciences, Antalya.
  • Uyanık, G. (2016). Examining of attitudes and knowledge levels towards environmental problems of candidate teachers. Online Science Education Journal, 1(1), 30-41.
  • Venetoulis, J. (2001). Assessing the ecological impact of a university. International Journal of Sustainability in Higher Education. 2(2), 180 – 197.
  • Yıldız, E. (2014). Determining and evaluating ecological footprint awareness levels of prospective science and technology teachers. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
Yıl 2020, Cilt: 10 Sayı: 1, 32 - 43, 01.01.2020

Öz

Kaynakça

  • Barrett, J. R. (2000). Sustainability and the ecological footprint: comparing human demand with nature's supply (Doctoral dissertation), Liverpool John Moores University.
  • Bicknell, K. B., Ball, R. J., Cullen, R., & Bigsby, H. R. (1997). New methodology for the ecological footprint with an application to the New Zealand economy. Ecological economics, 27(2), 149-160.
  • Coşkun, I. (2013). Determination of ecological footprint awareness levels of prospective classroom teachers. (Unpublished master's thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Çelik-Coşkun, I. & Sarıkaya, R. (2014). Determination of ecological footprint awareness levels of prospective classroom teachers. Turkish Studies, 9(5), 1761-1787.Du, B. , Zhang, K. , Song, G., & Wen, Z. (2006). Methodology for an urban ecological footprint to evaluate sustainable development in China. International Journal of Sustainable Development and World Ecology, 13, 245-254.
  • Eren, B., Aygün, A., Chabanov, D. & Akman, N. (2016). Ecological footprint score in engineering students. International Journal of Engineering and Technology Research, 1(1), 7–12.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw- Hill International Edition.
  • Günal, N. (2018). Evaluating the tendency of university students to reduce the ecological footprint. (Unpublished master's thesis). Gazi University, Institute of Science and Technology, Ankara.
  • Karaca, H. (1998). Looking for a new person. Journal of Green Atlas, 21, 44-48.
  • Keleş, Ö., Uzun, N. & Özsoy, S. (2008). Calculation and evaluation of teacher candidates' ecological footprints. Ege University Journal of Ege Education Faculty, 9(2), 1-14.
  • Keleş, Ö. (2011). Effect of learning ring model on reducing ecological footprints of students. Gaziantep University Journal of Social Sciences, 10(3), 1143-1160.
  • Kışlalıoğlu, M. & Berkes, F. (1990). Ecology and environment. Ankara: Remzi Bookstore.
  • Kurt, H. (2013). Analysis of biology teachers' perceptions of responsibility for student achievement according to their classroom management profiles. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(6). 473-490.
  • Living Planet Report. (2014). Species and spaces, people and places. WWF International.
  • Özgen, U., & Demirci-Aksoy, A. (2017). Ecological footprint awareness levels of consumers: The case of Ankara province. Third Sector Social Economy, 52(3), 46-65.
  • Sivrikaya, Ş. (2018). Determination of ecological footprint awareness levels of science and Turkish teacher candidates. (Unpublished master's thesis). Akdeniz University Institute of Educational Sciences, Antalya.
  • Uyanık, G. (2016). Examining of attitudes and knowledge levels towards environmental problems of candidate teachers. Online Science Education Journal, 1(1), 30-41.
  • Venetoulis, J. (2001). Assessing the ecological impact of a university. International Journal of Sustainability in Higher Education. 2(2), 180 – 197.
  • Yıldız, E. (2014). Determining and evaluating ecological footprint awareness levels of prospective science and technology teachers. (Unpublished master's thesis), Gazi University Institute of Educational Sciences, Ankara.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Papers
Yazarlar

Gökhan Uyanık 0000-0002-5653-6475

Yayımlanma Tarihi 1 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 1

Kaynak Göster

APA Uyanık, G. (2020). Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates. International Electronic Journal of Environmental Education, 10(1), 32-43.
AMA Uyanık G. Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates. IEJEE-Green. Ocak 2020;10(1):32-43.
Chicago Uyanık, Gökhan. “Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates”. International Electronic Journal of Environmental Education 10, sy. 1 (Ocak 2020): 32-43.
EndNote Uyanık G (01 Ocak 2020) Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates. International Electronic Journal of Environmental Education 10 1 32–43.
IEEE G. Uyanık, “Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates”, IEJEE-Green, c. 10, sy. 1, ss. 32–43, 2020.
ISNAD Uyanık, Gökhan. “Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates”. International Electronic Journal of Environmental Education 10/1 (Ocak 2020), 32-43.
JAMA Uyanık G. Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates. IEJEE-Green. 2020;10:32–43.
MLA Uyanık, Gökhan. “Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates”. International Electronic Journal of Environmental Education, c. 10, sy. 1, 2020, ss. 32-43.
Vancouver Uyanık G. Investigation of the Ecological Footprint Awareness Levels of Classroom Teacher Candidates. IEJEE-Green. 2020;10(1):32-43.