Beliefs about Integration of Environmental Education into the Early Years: Scale Development

Zişan Güner-alpaslan; Refika Olgan; Jale Çakıroğlu

ÇEVRE EĞİTİMİNİN ERKEN ÇOCUKLUK EĞİTİMİNE INTEGRASYONU İLE İLGİLİ İNANÇLAR: ÖLÇEK GELİŞTİRME

Yıl 2017, Cilt: 18 Sayı: 3, 880 - 907, 01.08.2017

Zişan Güner-alpaslan Refika Olgan Jale Çakıroğlu

Öz

Bu çalışmanın amacı okul öncesi öğretmen adaylarının çevre eğitiminin okul öncesi eğitime entegre edilmesine yönelik inançlarını belirlemek amacıyla geçerli ve güvenilir bir ölçek geliştirmektir. Öğretmen Adaylarının Çevre Eğitiminin Okul Öncesi Eğitimle Bütünleştirilmesine Yönelik İnançları ölçeğinin 332 okul öncesi öğretmen adayının katılımıyla pilot çalışması yapılmış ve 18 maddeden oluşan bu ölçek üç faktörden oluşmuştur: GelişimÖğrenme α=.87 , Çevresel sonuçlar α=.92 ve Öğrenme ortamı α=.74 . Daha sonra 3. ve 4. sınıfa devam eden 470 öğretmen adayı ile K=441 and E=29 ana çalışma gerçekleştirilmiş ve doğrulayıcı faktör analizi bulguları elde edilen faktör yapısının uygun olduğunu desteklemiştir. Elde edilen bulgular ışığında Öğretmen Adaylarının Çevre Eğitiminin Okul Öncesi Eğitimle Bütünleştirilmesine Yönelik İnançları ölçeğinin geçerli ve güvenilir sonuçlar verdiğini ve gelecekte öğretmen adaylarının bu konu ile ilgili inançlarını belirlemeye yönelik planlanabilecek çalışmalarda kullanımının uygun olduğu ortaya konulmuştur. Gelecekte yapılacak çalışmalarda araştırmacılara boylamsal çalışmalar planlayarak okul öncesi öğretmenlerinin çevre eğitiminin erken çocukluk eğitimine entegrasyonu ile ilgili inanç düzeylerinin farklı demografik değişkenler ile incelemeleri önerilebilir.

Anahtar Kelimeler

Çevre eğitimi, İnançlar, Okul öncesi öğretmen adayları, Ölçek geliştirme

Kaynakça

being reflected in their future environmental education practices becomes possible (Pajares, 1992
Kagan, 1992; Richardson, 2003).
Although this study contributes to early childhood environmental education with the
development of a new scale that specifically measures pre-service early childhood teachers’ beliefs
about the integration of environmental education into early childhood education, the generalizability
of the results was constrained due to the sample being limited to pre-service early childhood teachers
in Ankara. Therefore, further validation is essential with a larger number of pre-service early
childhood teachers. In the current study the participants’ responses were collected by using self
reported scale. For that reason, the findings of the study may be influenced by social desirability trait
when they responded items in the scale. For further studies potential biasing effects of social
desirability should be considered. This scale can also be used with in-service early childhood teachers
to investigate the construction and development of their beliefs over a longitudinal period. Moreover
it is possible to explore the participants’ beliefs in terms of demographic variables such as gender and
teaching experience. Furthermore, combining qualitative and quantitative methods will create an
opportunity to explore not only beliefs but also the influential factors on the construction of these
beliefs and related practices. Lastly, presenting information about pre-service and in-service early
childhood teachers’ related beliefs can help guide teacher educators in redesigning and improving the
content and impact on the way instructors implement the pre-service and in-service training of early childhood teachers.
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