AN ANALYSIS OF TURKISH MIDDLE SCHOOL SCIENCE EDUCATION PROGRAM PLACING CLIMATE CHANGE ISSUES IN THE CONTEXT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT

Yıl 2018, Cilt: 2 Sayı: 1, 13 - 21, 28.05.2018

Sinem Demirci Elvan Şahin

Öz

Children, who are likely to suffer adverse consequences of climate
change, are expected to find out alternative strategies to struggle the
mitigation and adaptation of climate change. Thus, education for sustainable
development has been pointed out as an essential element of the global reaction
to climate change permitting individuals gain with the necessary
understandings, attitudes, values, and skills to combat climate change. Current
Turkish middle school science education program have the vision which embraces
the notion of sustainable development. In the current study, the concepts of
greenhouse effect, global warming and climate change were examined within this
program and textbooks by means of how these concepts may contribute to develop
an understanding of sustainable development. From the grade level 5 to 8,
several chapters related to the concepts of global warming and climate change
were given in the textbooks. The scientific backgrounds of these concepts were
elaborated compared to previous curricula. However, although UNESCO emphasized
that every nation may choose their local needs as a context for education for
sustainable development; the textbooks did not address any local climate change
issue. Besides, no special emphasis was made on the interactions between these
concepts and sustainable development. The objectives and content may be revised
to emphasize the role of sustainable development within these concepts. Moreover,
some local issues may be integrated into curricula so that children develop a
sound understanding on climate change and sustainable development.

Anahtar Kelimeler

Education for Sustainability, Climate Change, Curriculum, Middle School

Kaynakça

• Andersson, B., & Wallin, A. (2000). Students' understanding of the greenhouse effect, the societal consequences of reducing CO2 emissions and the problem of ozone layer depletion. Journal of research in science teaching, 37(10), 1096-1111.
• Arik, I. (2014). Examining 7th grade turkish eco-school students‘ mental modelsof greenhouse effect. (Master’s Thesis). Available from METU Theses, Ankara.Beg, N., Morlot, J. C., Davidson, O., Afrane-Okesse, Y., Tyani, L., Denton, F., Sokona Y., Thomas, J.P., La Rovere, E.L., Parikh, J.K., Parikh, K. &
• Rahman, A. A. (2002). Linkages between climate change and sustainable development. Climate policy, 2(2-3), 129-144.
• Boyes, E. & Stanisstreet, M. (1993) The greenhouse effect: children's perceptions of causes, consequences and cures, International Journal of Science Education, 15, 531-552.Boyes E. & Stanisstreet, M. (1997) Children's Models of Understanding of Two Major Global Environmental Issues (Ozone Layer and Greenhouse Effect), Research in Science & Technological Education, 15(1), 19-28, DOI: 10.1080/0263514970150102
• Brody, M. (1991). Understanding of pollution among 4th, 8th and 11th grade students. Journal of Environmental Education, 22, 24–33.
• Bybee, R. W. (1993). Reforming science education—social perspectives and personal reflections. New York: Teachers College Press.
• Christidou. V., & Koulaidis, V. (1999). Models of students‘ thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559–76.
• Fleming, R. (1988). Undergraduate science students’ views on the relationship between science, technology and society. International Journal of Science Education, 10, 449–463.
• Fraenkel, J. R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th Edition). New York: McGraw-Hill. IPCC, (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Core Writing Team, Pachauri, R.K and Reisinger, A. (eds.)]. IPCC, Geneva, Switzerland, 104 pp.
• Koulaidis, V., & Christidou, V. (1999). Models of students' thinking concerning the greenhouse effect and teaching implications. Science Education, 83(5), 559-576.
• Lucas, A. M. (1988). Public knowledge of elementary physics. Physics Education, 23, 10–16.
• Ministry of National Education [MoNE], (2013). İlköğretim fen bilgisi dersi öğretim programı 3-8. sınıflar. Retrieved from http://ttkb.meb.gov.tr
• Ministry of National Education [MoNE], (2013). Ortaokul 7. Sınıf Fen ve Teknoloji Ders Kitabı, 195-196.
• Ministry of National Education [MoNE], (2013). Ortaokul 6. Sınıf Fen ve Teknoloji Ders Kitabı, 198.Ministry of National
• Education [MoNE], (2013). İlkokul 5. Sınıf Fen ve Teknoloji Ders Kitabı.
• Solomon, J. (1987). The pupils' view of electricity revisited: social development or cognitive growth? International Journal of Science Education, 9, 13-22.
• United Nations [UN] (2015). Retrieved from, http://www.un.org/
• UNESCO, (2012). Education for Sustainable Development: Sourcebook. United Nations Educational, Scientific and Cultural Organization, Paris, France.
• United Nations Economic Commission for Europe (2007). Good practices in education for sustainable development in the UNECE region. Sixth ministerial conference, environment for Europe, Serbia.
• UNESCO, (2015). Education for Sustainable Development. Retrieved from http://www.unesco.org.tr/?page=3:70:2:turkce