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

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

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.

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.
  • Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi [Environmental education for young children in different countries] (Unpublished master’s thesis). Uludağ Üniversitesi, Bursa, Turkey.
  • Atwater, M. M. (1994). Research on cultural diversity in the classroom. In Gabel, D. (Ed.). Handbook of research on science teaching and learning (pp. 558-576). New York, NY: MacMillan.
  • Basile, C. G. (2000). Environmental education as a catalyst for transfer of learning in young children. The Journal of Environmental Education, 32(1), 21-27.
  • Basile, C. G., and White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28(1), 57-61.
  • Begum, S. (2012). A secondary science teacher’s beliefs about environmental education and its relationship with the classroom practices. International Journal of Social Sciences and Education, 2(1), 10-29.
  • Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83, 39- 43.
  • Bengtson, K. M. (2010). Elementary teachers’ perceptions of environmental education. (Unpublished doctoral dissertation). University of Minnoseta, Minnoseta.
  • Bryan, L. A. (2012). Research on science teacher beliefs. In Fraser, B. J., Tobin, K. G., and McRobbie, C. J. (Eds.). The second international handbook of science education, (pp. 477-495). New York, NY: Springer.
  • Burdette, H. L., and Whitaker, R. C. (2005). Resurrecting free play in young children. Archieves of Pediatrics and Adolescent Medicine, 159, 46-50.
  • Calderhead, J., and Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
  • Cengizoğlu, S. (2013). Investigating potential of education for sustainable development program on preschool children’s perceptions about human-environment interrelationship (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Charlesworth, R., Hart, C.H., Burts, D.C., and Hernandez, S. (1991). Kindergarten teachers’ beliefs and practices. Early Child Development and Care, 70, 17-35.
  • Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. The Journal of Environmental Education, 29(3), 11-21.
  • Chawla, L., and Cushing D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437-452.
  • Clark, C., and Peterson, P. (1986). Teachers’ thought process. In Wittrock, M. (Ed.) Handbook of research and teaching. New York: MacMillan.
  • Council of Higher Education [CHE]. (2007). Okul öncesi öğretmenliği lisans program ders içerikleri [Course descriptions in pre-service early childhood teacher training programs]. Retrieved January 8, 2017 from http://www.yok.gov.tr/documents/10279/49665/okul_oncesi.pdf/7df366cd- 74f9-4e5c-b3af-96482405f8bd?version=1.0
  • Costello, A. B., and Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1-9.
  • Cutter-MacKenzie, A., and Edwards, S. (2013). Toward a model for early childhood environmental education: Foregrounding developing, and connecting knowledge through play-based learning. The Journal of Environmental Education, 44(3), 195-213.
  • Davis, J. (1998). Young children, environmental education and the future. Early Childhood Education Journal, 26(2), 117-123.
  • Davis, J. (1999, January). Playing with life: ways of fostering environmental education in the early years. Paper presented at WEF 40th international conference, Launceston, Tasmania.
  • Dziubek, D. R. (1984). Teachers’ opinions of environmental education in Pennslyvania (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh.
  • Elliot, S. (2010). Children in the natural world. In Davies, J. M. (Ed.) The young children and the environment: early education for sustainability (pp.43-75). Port Melbourne: Cambridge University Press.
  • Engdahl, I., and Ärlemalm-Hagsér, E. (2008). Swedish preschool children show interest and are involved in the future of the world-children’s voices must influence education for sustainable development. In Pramling-Samuelssen, I. and Kaga, Y. (Eds.) The contribution of early childhood education to a sustainable society (pp. 116-121). UNESCO, Paris.
  • Environmental Protection Authority [EPA]. (2003). Patches of green early childhood environmental education in Australia: scope, status and direction. Retrieved March 20, 2012 from http://www.environment.nsw.gov.au/resources/community/patchesofgreen.pdf
  • Ernst, P. (1988). The impact of beliefs on the teaching of mathematics. Paper presented at 6th International Congress of Mathematical Education, Budapest.
  • Ernst, J., and Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643-664.
  • Ernst, J. (2014). Early childhood educators’ use of natural settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735- 752.
  • Erten, S. (2005). Investigation of preservice preschool teachers’ behaviors related to environmental awareness. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 91-100.
  • Essa, L. E. (2003). Introduction to early childhood education (4th ed.). Clifton Park, NY: Thomson/Delmar Learning.
  • Ewert, A., Place, G., and Sibthorp, J. (2005). Early life outdoor experiences and an individual’s environmental attitudes. Leisure Sciences: An Interdisciplinary Journal, 27(3), 225-239.
  • Fjİrtoft, I. (2001). The natural environment as a playground for children: the impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Fjİrtoft, I. (2004). Landscape as playscape: the effects of natural environments on children’s play and motor development. Children, Youth and Environments, 14(2), 21-44.
  • Flogaitis, E., Daskolia, M., and Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125-135.
  • Forbes, C. T., and Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30-42.
  • Ford, J. K., MacCallum, R. C., and Tait, M. (1986). The application of exploratory factor analysis in applied psychology: a critical review and analysis. Personnel Psychology, 39, 291-314.
  • Field, A. (2009). Discovering statistic using SPSS (3rd ed.). Thousand Oaks, CA: Sage.
  • Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Grace, M., and Sharp, J. (2000). Exploring the actual and potential rhetoric-reality gaps in environmental education and their implications for pre-service teacher training. Environmental Education Research, 6(4), 331-345.
  • Gülay, H., and Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından analizi [An analysis of Ministry of National Education early childhood education program relevant to environmental education]. Türk Fen Eğitimi Dergisi, 7(1), 74-84.
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Beliefs about Integration of Environmental Education into the Early Years: Scale Development

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

Öz

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.
  • Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi [Environmental education for young children in different countries] (Unpublished master’s thesis). Uludağ Üniversitesi, Bursa, Turkey.
  • Atwater, M. M. (1994). Research on cultural diversity in the classroom. In Gabel, D. (Ed.). Handbook of research on science teaching and learning (pp. 558-576). New York, NY: MacMillan.
  • Basile, C. G. (2000). Environmental education as a catalyst for transfer of learning in young children. The Journal of Environmental Education, 32(1), 21-27.
  • Basile, C. G., and White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28(1), 57-61.
  • Begum, S. (2012). A secondary science teacher’s beliefs about environmental education and its relationship with the classroom practices. International Journal of Social Sciences and Education, 2(1), 10-29.
  • Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83, 39- 43.
  • Bengtson, K. M. (2010). Elementary teachers’ perceptions of environmental education. (Unpublished doctoral dissertation). University of Minnoseta, Minnoseta.
  • Bryan, L. A. (2012). Research on science teacher beliefs. In Fraser, B. J., Tobin, K. G., and McRobbie, C. J. (Eds.). The second international handbook of science education, (pp. 477-495). New York, NY: Springer.
  • Burdette, H. L., and Whitaker, R. C. (2005). Resurrecting free play in young children. Archieves of Pediatrics and Adolescent Medicine, 159, 46-50.
  • Calderhead, J., and Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1-8.
  • Cengizoğlu, S. (2013). Investigating potential of education for sustainable development program on preschool children’s perceptions about human-environment interrelationship (Unpublished master’s thesis). Middle East Technical University, Ankara, Turkey.
  • Charlesworth, R., Hart, C.H., Burts, D.C., and Hernandez, S. (1991). Kindergarten teachers’ beliefs and practices. Early Child Development and Care, 70, 17-35.
  • Chawla, L. (1998). Significant life experiences revisited: A review of research on sources of environmental sensitivity. The Journal of Environmental Education, 29(3), 11-21.
  • Chawla, L., and Cushing D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437-452.
  • Clark, C., and Peterson, P. (1986). Teachers’ thought process. In Wittrock, M. (Ed.) Handbook of research and teaching. New York: MacMillan.
  • Council of Higher Education [CHE]. (2007). Okul öncesi öğretmenliği lisans program ders içerikleri [Course descriptions in pre-service early childhood teacher training programs]. Retrieved January 8, 2017 from http://www.yok.gov.tr/documents/10279/49665/okul_oncesi.pdf/7df366cd- 74f9-4e5c-b3af-96482405f8bd?version=1.0
  • Costello, A. B., and Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1-9.
  • Cutter-MacKenzie, A., and Edwards, S. (2013). Toward a model for early childhood environmental education: Foregrounding developing, and connecting knowledge through play-based learning. The Journal of Environmental Education, 44(3), 195-213.
  • Davis, J. (1998). Young children, environmental education and the future. Early Childhood Education Journal, 26(2), 117-123.
  • Davis, J. (1999, January). Playing with life: ways of fostering environmental education in the early years. Paper presented at WEF 40th international conference, Launceston, Tasmania.
  • Dziubek, D. R. (1984). Teachers’ opinions of environmental education in Pennslyvania (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh.
  • Elliot, S. (2010). Children in the natural world. In Davies, J. M. (Ed.) The young children and the environment: early education for sustainability (pp.43-75). Port Melbourne: Cambridge University Press.
  • Engdahl, I., and Ärlemalm-Hagsér, E. (2008). Swedish preschool children show interest and are involved in the future of the world-children’s voices must influence education for sustainable development. In Pramling-Samuelssen, I. and Kaga, Y. (Eds.) The contribution of early childhood education to a sustainable society (pp. 116-121). UNESCO, Paris.
  • Environmental Protection Authority [EPA]. (2003). Patches of green early childhood environmental education in Australia: scope, status and direction. Retrieved March 20, 2012 from http://www.environment.nsw.gov.au/resources/community/patchesofgreen.pdf
  • Ernst, P. (1988). The impact of beliefs on the teaching of mathematics. Paper presented at 6th International Congress of Mathematical Education, Budapest.
  • Ernst, J., and Tornabene, L. (2012). Preservice early childhood educators’ perceptions of outdoor settings as learning environments. Environmental Education Research, 18(5), 643-664.
  • Ernst, J. (2014). Early childhood educators’ use of natural settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735- 752.
  • Erten, S. (2005). Investigation of preservice preschool teachers’ behaviors related to environmental awareness. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 91-100.
  • Essa, L. E. (2003). Introduction to early childhood education (4th ed.). Clifton Park, NY: Thomson/Delmar Learning.
  • Ewert, A., Place, G., and Sibthorp, J. (2005). Early life outdoor experiences and an individual’s environmental attitudes. Leisure Sciences: An Interdisciplinary Journal, 27(3), 225-239.
  • Fjİrtoft, I. (2001). The natural environment as a playground for children: the impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.
  • Fjİrtoft, I. (2004). Landscape as playscape: the effects of natural environments on children’s play and motor development. Children, Youth and Environments, 14(2), 21-44.
  • Flogaitis, E., Daskolia, M., and Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125-135.
  • Forbes, C. T., and Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30-42.
  • Ford, J. K., MacCallum, R. C., and Tait, M. (1986). The application of exploratory factor analysis in applied psychology: a critical review and analysis. Personnel Psychology, 39, 291-314.
  • Field, A. (2009). Discovering statistic using SPSS (3rd ed.). Thousand Oaks, CA: Sage.
  • Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Grace, M., and Sharp, J. (2000). Exploring the actual and potential rhetoric-reality gaps in environmental education and their implications for pre-service teacher training. Environmental Education Research, 6(4), 331-345.
  • Gülay, H., and Ekici, G. (2010). MEB okul öncesi eğitim programının çevre eğitimi açısından analizi [An analysis of Ministry of National Education early childhood education program relevant to environmental education]. Türk Fen Eğitimi Dergisi, 7(1), 74-84.
  • Hungerford, H. R., and Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21.
  • Hutcheson, G., and Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models. Thousand Oaks, CA: Sage.
  • Johnson, M. J., and Hall, J. L. (2007). Impact of one science teacher’s beliefs on his instructional practice. Journal of Education and Human Development, 1(1). Retrieved from scientificjournals.org
  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65-90.
  • Kahriman-Öztürk, D., Olgan, R., and Tuncer, G. (2012). A qualitative study on Turkish preschool children’s environmental attitudes through ecocentrism and anthropocentrism. International Journal of Science Education, 34(4), 629-650.
  • Kaiser, H. F. (1960, April). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141-151.
  • Kandır, A., Yurt, Ö., and Cevher-Kalburan, N. (2012). Comparison of teachers and teacher candidates in terms of their environmental attitudes. Educational Sciences: Theory and Practice, 12(1), 323-327.
  • Knapp, D. (2000). The Thessaloniki declaration: A wake-up call for environmental education? The Journal of Environmental Education, 31(3), 32-39.
  • Lin, E. (2002). Trend of environmental education in Canadian preservice teacher education programs from 1979 to 1996. Canadian Journal of Environmental Education, 7(1), 199-215.
  • Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books.
  • Lortie, D. (1975). Schoolteacher: A sociological study. London: University of Chicago Press.
  • Mastrilli, T. (2005). Environmental education in Pennsylvania’s elementary teacher preparation programs: the fight to legitimize EE. New England Journal of Environmental Education, 1-7.
  • Maynard, T., and Waters, J. (2007). Learning in the outdoor environment. A missed opportunity? Early Years: An International Research Journal, 27(3), 255-265.
  • Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED346082).
  • Miles, M. B., and Huberman, A. M. (1994). An expanded sourcebook: qualitative data analysis. (2nd ed.). Thousand Oaks: SAGE Publications.
  • Miles, R., Harrison, L., and Cutter-Mackenzie, A.N. (2006). Teacher education: a diluted environmental education experience. Australian Journal of Environmental Education, 22(1), 49-59.
  • Monroe, R. L. (1996). The analysis of teacher beliefs and supporting structures in environmental education: a case study (Unpublished doctoral dissertation). The University of Montana, Missoula.
  • Moseley, C., Reinke, K., and Bookout, V. (2002). The effect of teaching outdoor environmental education on pre-service teachers’ attitudes toward self-efficacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9-15.
  • Moseley, C. and Utley, J. (2008). An exploratory study of pre-service teachers’ beliefs about the environment. The Journal of Environmental Education, 39(4), 15-29.
  • Moseley, C., Desjean-Perrotta, B., and Utley, J. (2010). The Draw-An-Environment-Test Rubric (DAET- R): Exploring pre-service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189-208.
  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317- 328.
  • Ogelman, H. G. (2012). Teaching preschool children about nature: a project to provide soil education for children in Turkey. Early Childhood Education Journal, 40, 177-185.
  • Olgan, R., Güner Alpaslan, Z., and Öztekin, C. (2014). Factors influencing pre-service early childhood teachers’ outcome expectancy beliefs regarding science teaching. Eğitim and Bilim, 39(173), 288- 300.
  • Olgan, R. (2015). Influences of Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942.
  • Owens, P. (2005). Children’s environmental values in the early school years. International Research in Geographical and Environmental Education, 14(4), 323-329.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-322.
  • Pallant, J. (2007). SPSS Survival manual: a step by step guide to data analysis using SPSS for Windows (3rd ed.). Berkshire, England: Open University Press.
  • Palmer, J. A. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge: London.
  • Plevyak, L. H., Bendixen-Noe, M, Henderson, J., Roth, R. E., and Wilke, R. (2001). Level of teacher preparation and implementation of environmental education: Mandated and non-mandated environmentnal education teacher preparation states, The Journal of Environmental Education, 32(2), 28-36.
  • Richardson, V. (2003). Pre-service teachers’ beliefs. In Raths, J. and McAninch, A. C. (Eds.), Teacher beliefs and classroom performance: the impact of teacher education (pp. 1-22). USA: Information Age Publishing Inc.
  • Robertson, C. L., and Krugly-Smolska, E. (1997). Gaps between advocated practices and teaching realities in environmental education. Environmental Education Research, 3(3), 311-326.
  • Ryan, S. (2004). Message in a model: Teachers’ responses to a court-ordered mandated for curriculum reform. Educational Policy, 18(5), 661-685.
  • Samuelsson, I., and Kaga, Y. (2008). The contribution of early childhood education to a sustainable society. Paris: UNESCO.
  • Sebba, R. (1991). The landscapes of childhood. Environment and Behavior, 23(4), 395-422.
  • Tan, M., and Pedretti, E. (2010). Negotiating the complexities of environmental education: A study of Ontario teachers. Canadian Journal of Science, Mathematics and Technology Education, 10 (1), 61-78.
  • Taşkın, Ö., and Şahin, B. (2008). ‘Çevre’ kavramı ve altı yaş okul öncesi çocuklar [The concept of ‘environment’ and preschool children below 6]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 1-12.
  • The North American Association for Environmental Education [NAAEE] (2010). Early childhood environmental education programs: guidelines for excellence. Retrieved February 21, 2012 from http://resources.spaces3.com/d8c4919e-3116-4508-bd92-1bf00a820a59.pdf
  • Tilbury, D. (1994). The critical learning years for environmental education. In Wilson, R. A. (Ed.) Starting early: Environmental education during the early childhood years. Retrieved from ERIC database. (ED402147).
  • Torquati, J., Gabriel, M. M., Jones-Branch, J., and Leeper-Miller, J. (2010, November). Environmental education a natural way to nurture children’s development and learning. Young Children, 98- 104.
  • Torquati, J., Cutler, K., Gilkerson, D., and Sarver, S. (2013). Early childhood educators’ perceptions of nature, science, and environmental education. Early Education and Development, 24(5), 721-743.
  • United Nations Education, Scientific and Cultural Organisation [UNESCO] (1978). Final report: Intergovernmental conference on environmental education Tbilisi (USSR) 14-26 October 1977, Paris: United Nations Education, Scientific and Cultural Organisation.
  • UNESCO (2002). Education for sustainability, from Rio to Johannesburg: Lessons learnt from a decade of commitment (Report). Paris: UNESCO.
  • UNESCO (2005). United Nations decade of education for sustainable development 2005-2014. Paris: UNESCO.
  • UNESCO-UNEP (1990). The environmentally educated teacher: The priority of priorities? Connect Environmental Education Newsletter, 15(1), 1-8.
  • Wells, N. A. (2000). At home with nature: effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775-795.
  • Wells, N. A., and Evans, G. W. (2003). Nearby nature a buffer of life stress among rural children. Environment and Behavior, 35(3), 311-330.
  • Wilson, R. A. (1993). Fostering a sense of wonder during the early childhood years. Retrieved June 11, 2012 from ERIC database. (ED449968)
  • Wilson, R. A. (1994, Winter). Environmental education at the early childhood level. Day Care and Early Education, 23-25.
  • Wilson, R. A. (1995). Environmental education bringing the outdoors in. Early Childhood Education Journal, 22(4), 32-34.
  • Wilson, R. A. (1996). Starting early: Environmental education during the early childhood years. Retrieved from ERIC database. (ED402147)
  • Wilson, R. (2010). “Goodness of fit: good for children and god for the earth”. In The earth is our home children caring for the environment, Edited by James H. L. and Szente J. 17-35. Olney, MD: Association for Childhood Education International.
  • Yuen Yi Lo, E. (2010). Environmental education in Hong Kong kindergartens: What happened to the blue sky? Early Child Development and Care, 180(5), 571-583.
  • Zurek, A., Torquati, J., and Acar, İ. (2013). Scaffolding as a tool for environmental education in early childhood. International Journal of Early Childhood Environmental Education, 2(1), 27-57.
Toplam 110 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Zişan Güner-alpaslan Bu kişi benim

Refika Olgan Bu kişi benim

Jale Çakıroğlu Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 18 Sayı: 3

Kaynak Göster

APA Güner-alpaslan, Z., Olgan, R., & Çakıroğlu, J. (2017). Beliefs about Integration of Environmental Education into the Early Years: Scale Development. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 880-907.

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