Çevre Bilinci, Çevresel Duyarlılık ve Doğaya Bağlılık: Öğretmenler Üzerine Bir İnceleme

Öz

Son yıllarda hızla artan çevre, doğa sorunları ve bireysel davranışlar araştırmacıların dikkatini bu yöne çekmiştir. Buradan hareketle, araştırmanın amacı eğitim sürecinin en önemli parçalarından biri olan öğretmenlerin çevre bilinci, çevresel duyarlılık ve doğaya bağlılık davranışlarının ortaya konmasıdır. Araştırmanın evrenini Gaziantep ilindeki öğretmenler, örneklemi ise rastgele örneklem yolu ile seçilmiş 634 öğretmen oluşturmuştur. Veri toplama araçları olarak Yeşilyurt, Gül ve Demir (2013) tarafından geliştirilen “Çevre Bilinci ve Çevresel Duyarlılık Ölçeği” ve Mayer, F. S., ve Frantz, C. M. (2004) tarafından geliştirilen Türkçe uyarlaması Bektaş, F., Kural, B., & Orçan (2017) tarafından yapılan “Doğaya Bağlılık Ölçeği” kullanılmıştır. Verilerin analizinde bağımsız örneklem t testi, tek yönlü varyans analizi ve Pearson Korelasyon analizi kullanılmıştır. Elde edilen bulgulara göre, cinsiyet değişkeninde çevresel duyarlılıkta, yaş değişkeninde ise çevre bilincinde anlamlı farklar bulunmuştur. Branş değişkenine göre doğanın parçası, çevre bilinci ve çevresel duyarlılıkta; spor deneyimine göre ise doğa ile bütünleşme ve doğanın parçası alt boyutlarında anlamlı farklar tespit edilmiştir (p<0.05). Sonuç olarak, öğretmenlerin doğaya bağlılık ile çevre bilinci ve çevresel duyarlılık durumlarının genel olarak orta seviyelerde olduğu söylenebilir. Doğaya bağlılık ve çevresel sorunların çözümü için geliştirici seminerlerin yapılması önerilmektedir. Doğa temelli spor aktiviteleri ile çevresel duyarlılık ve bilinçlendirme çalışmaları yapılabilir.

Anahtar Kelimeler

• Çevre Bilinci
• Çevresel Duyarlılık
• Doğaya Bağlılık
• Doğa
• Öğretmen
• Spor

Environmental Awareness, Environmental Sensitivity and Commitment to Nature: A Study on Teachers

Öz

In recent years, the rapidly increasing environmental, nature problems and individual behaviors have drawn the attention of researchers in this direction. Therefore, the aim of the research is to reveal the environmental awareness, environmental sensitivity and connectedness to nature behaviors of teachers, who are one of the most important parts of the education process. The population of the research consisted of teachers in Gaziantep, and the sample consisted of 634 teachers selected by random sampling. As data collection tools, “Environmental Awareness and Sensitivity Scale” developed by Yeşilyurt, Gül and Demir (2013) and “Connectedness to the Nature Scale” developed by Mayer, F. S., and Frantz, C. M. (2004) and adapted into Turkish by Bektaş, F., Kural, B., & Orçan (2017) were used. In the analysis of the data, Independent Sample t test, Anova and Pearson Correlation analysis were used. According to the findings, significant differences were found in environmental sensitivity in the gender variable and in environmental awareness in the age variable. Significant differences were found in part of nature, environmental awareness and environmental sensitivity according to the branch variable; while significant differences were found in integration with nature and part of nature subdimensions according to sports experience variable (p<0.05). As a result, it can be said that teachers’ connectedness to nature, environmental awareness and environmental sensitivity are generally at moderate levels. It is recommended to hold developer seminars for connectedness to nature and the solution of environmental problems. Environmental awareness and awareness activities can be carried out through outdoor-based sports activities.

Anahtar Kelimeler

• Environmental Consciousness
• Environmental Sensitivity
• Connectedness to Nature
• Nature
• Teacher
• Sport

Kaynakça

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