Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, , 482 - 501, 25.04.2021
https://doi.org/10.33403/rigeo.825516

Öz

Kaynakça

  • Adanalı, R. & Alım, M. (2019). The students’ behaviours at the instructional geocaching applied in problem-based environmental education. Review of International Geographical Education Online (RIGEO), 9(1), 122-148, Retrieved from http://www.rigeo.org/vol9no1/Number1Spring/RIGEO-V9-N1-6.pd
  • Atasoy, E. & Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 105-122. Retrieved from https://dergipark.org.tr/tr/pub/erziefd/issue/6003/80053
  • Atasoy, E. (2005). Environmantal education: A study for elementary school students` environmental attitude and knowledge (Unpublished doctoral dissertation). Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Atasoy, E. (2019). İnsan doğa etkileşimi ve çevre için eğitim. Bursa: Sentez Yayıncılık.
  • Aydın, M., Dündar, R. & Korkut, Ş. (2016). Teacher views upon ecological literacy education in turkey. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(USBES Özel Sayı II), 1160-1172. Retrieved from http://ekolojikokuryazarim.com/images/ makaleler/T%C3%9CRK%C4%B0YE%E2%80%99DE%20EKOLOJ%C4%B0K%20OKURYAZARLIK%20E%C4%9E%C4%B0T%C4%B0M%C4%B0NE.pdf
  • Bahar, M. & Kiras, B. (2017). General analysis of articles and thesis on environmental education which were published in turkey. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1702-1720. Retrieved from https://doi.org/10.17240/ aibuefd. 2017.17.32772-363962
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2019). Eğitimde Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. Retrieved from https://doi.org/10.1007/s11423-010-9173-2
  • Creswell, J.W. (2019). Eğitim Araştırmaları: Nicel ve Nitel Araştırmanın Planlanması, Yürütülmesi ve Değerlendirilmesi. (H. Ekşi, Trans. Ed.), İstanbul: Eğitim Danışmanlığı ve Araştırmaları Merkezi. (Original work published 2012).
  • Creswell, J.W. (2020). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni. (M. Bütün & S. B. Demir Trans. Eds), Ankara: Siyasal Kitabevi. (Original work published 2013).
  • Dada, D., Eames, C. & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222. Retrieved from https://doi.org/10.1017/aee.2017.27
  • Erciş, A. & Türk, B. (2016). In the frame of ethics consumption, consumer and the environment: the moderator role of ecoliteracy. Çukurova Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(2), 1-24. Retrieved from https://dergipark.org.tr/ en/pub/ cuiibfd/issue/34645/385945
  • Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Baverly Hills, CA: Sage.
  • Garipağaoğlu, N. (2020). The approaches of turkish geographers to environmental issues and studies in the field. Türkiye Araştırmaları Literatür Dergisi, 18(35), 5-45. Retrieved from https://dergipark.org.tr/en/pub/talid/issue/55005/754725
  • Güler, T. (2010). The effects of an ecology based environmental education on teachers’ opinions about environmental education. Eğitim ve Bilim, 34(151), 30-43. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/606
  • Hart, P. (1987). The Educational Context: Environmental Education in the School Curriculum. Disinger, John F., Comp. (Ed.), Trends and Issues in Environmental Education: EE in School Curricula. Reports of a Symposium and a Survey. Environmental Education Information Reports. Office of Educational Research and Improvement (ED). Retrieved from https://eric.ed.gov/?id=ED292608
  • Kahyaoğlu, M., Daban, Ş. & Yangın, S. (2008). Attitudes of primary candidate teachers about environmental. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 42-52. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47957/606768
  • Karataş, A. (2018). Çevre eğitiminin tarihsel kökenleri. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (ss. 21-35). Ankara: Pegem Akademi. Karatekin, K. (2011a). The determination of environmental literacy levels of pre-service teachers of social studies (Unpublished doctoral dissertation). Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Karatekin, K. (2011b). Sosyal bilgilerde çevre eğitimi. R. Turan, A. M. Sünbül & H. Akdağ (Eds). Sosyal Bilgiler Öğretiminde Yeni Yaklaşımlar II (pp. 270-285). Ankara: Pegem Akademi.
  • Kaya, N., Çobanoğlu, M., & Artvinli, E. (2011). Environmental education studies in the world and turkey for sustainable development. 6. Ulusal Coğrafya Sempozyumu, 407-417. Retrieved from http://tucaum.ankara.edu.tr/wp-content/uploads/sites/280/2015/ 08/semp6_44.pdf
  • Kıyıcı, F. B., Yiğit, E. A. & Darçın, E. S. (2014). Investigation of pre-service teacher’s opinion and environmental literacy level change with nature education. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 17-27. Retrieved from https://dergipark.org.tr/ en/pub/trkefd/issue/21473/230150
  • Kostova, Z. & Atasoy, E. (2008). Methods of successful learning in environmental education. Online Submission, 4(1), 49-78. Retrieved from https://eric.ed.gov/?id=ED502021
  • Kurtdede-Fidan, N. & Selanik-Ay, T. (2016). Acquisition of operational environmental literacy in social studies course. International Journal of Environmental and Science Education, 11(13), 5951-5968. Retrieved from https://eric.ed.gov/?id=EJ1115521
  • Mercan, S. I. (2019). Sosyal bilgiler öğretiminde çevre eğitimi. T. Çelikkaya, Ç. Ö. Demirbaş, T. Yıldırım & H. Yakar (Eds). Yeni Program ve Ders içeriklerine Göre Sosyal Bilgiler Öğretimi I (pp. 373-398). Ankara: Pegem Akademi.
  • Miles, M.B. & Huberman, A.M. (2019), Genişletilmiş bir kaynak kitap: Nitel veri analizi. S. Akbaba Altun & A. Ersoy (Trans. Eds.), Ankara: Pegem Akademi. (Original work published 1994).
  • Moser, A. & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis, European Journal of General Practice, 24(1), 9-18. Retrieved from https://doi.org/10.1080/13814788.2017.1375091
  • North American Association for Environmental Education (NAAEE). (19.03.2019). Professional Development of Environmental Educators: Guidelines for Excellence. Retrieved from https://naaee.org/eepro/publication/guidelines-professional-development-environmental-educators
  • Özdemir, O. (2007). A new environmental education perspective: “Education for sustainable development”. Eğitim ve Bilim, 32(145), 23-39. Retrieved from http://eb.ted.org.tr/index.php/EB/article/view/813
  • Özdemir, O. (2017). Ekolojik okuryazarlık ve çevre eğitimi. Ankara: Pegem Akademi.
  • Özmen, H. & Özdemir, S. (2016). Determination of pre-service science and technology teachers’ views on environmetal education. Kastamonu Education Journal, 24(4), 1691-1712. Retrieved from https://kefdergi.kastamonu.edu.tr/index.php/ Kefdergi/article/view/496
  • Patton, M.Q. (2018). Nitel Araştırma ve Değerlendirme Yöntemleri. (M. Bütün & S. B. Demir, Trans. Eds.). Ankara: Pegem Akademi. (Original work published 2000).
  • Peyton, B., Campa, H., Winterstein, S. R., Peyton, M.D. & Peyton, J.V. (1995). Biological diversity for secondary education: environmental education module. UNESCO-UNEP International Environmental Education Programme (IEEP), 1-152. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000111306
  • Powell, R. B., Stern, M. J., Frensley, B. T. & Moore, D. (2019). Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21). Environmental Education Research, 25(9), 1281-1299. Retrieved from https://doi.org/10.1080/13504622.2019.1607259
  • Roth, C. E. (1992). Environmental Literacy: Its roots, evolution, and directions in the 1990s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Retrieved from https://eric.ed.gov/?id=ED348235
  • Saban, A. (2009). Prospective teachers’ mental images about the concept of student. Türk Eğitim Bilimleri Dergisi, 7(2), 281-326. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26107/275061
  • Şahin, S., Ünlü, E. & Ünlü, S. (2016). Investigation of teacher candidates’ environmental literacy awareness level. Education Sciences, 11(2), 82-95. Retrieved from http://dx.doi.org/10.12739/NWSA.2016.11.2.1C0655
  • Sever, R. & Yalçınkaya, E. (2018). Çevre eğitimine genel bir bakış ve temel kavramlar. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (pp. 2-17). Ankara: Pegem Akademi.
  • Tavşancıl, E. & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Teksöz, G., Şahin, E. & Ertepınar, H. (2010). Environmental literacy, pre-service teachers, and a sustainable future. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 307-320. Retrieved from http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/480-published.pdf.
  • Ulu-Kalın, Ö. (2018). Çevre eğitimi okuryazarlığı. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (pp. 199-225). Amkara: Pegem Akademi. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy

Yıl 2021, , 482 - 501, 25.04.2021
https://doi.org/10.33403/rigeo.825516

Öz

In the century we live in, the level of environmental awareness, environmental knowledge, and ecological literacy of Social Studies teacher education candidates is of great importance to raise individuals who possess high ecological culture and environmental sensitivity. The research was carried out with a phenomenological pattern from qualitative research methods. The study group of research was determined by criterion sampling, which is a purposeful sampling method. The study group consists of 15 teacher education students who studied in the Department of Turkish and Social Sciences Education, Department of Social Studies Education and took the environmental education course in a Faculty of Education at a university in Turkey during the 2019-2020 academic years. The research data was obtained through a semi-structured interview form. The research data were analyzed by the content analysis method and evaluated with a qualitative data analysis program. One of the most important results obtained from this research includes that Social Studies teacher education students correctly perceive the concepts of Environmental Education and ecological literacy overall. Also, it is seen that Social Studies teacher education students stated that Environmental Education can provide development in their cognitive, affective, and behavioral dimensions such as information and increased consciousness about resource consumption, environmental awareness and sensitivity, problem-solving, understanding about sustainability, positive attitudes and behavioral development and changes and that will positively affect the ecological literacy levels of an individual. For this reason, the concepts of Environmental Education and ecological literacy should be emphasized because it is necessary for ecological literacy to be explained to the students and projects should be carried out accordingly.

Kaynakça

  • Adanalı, R. & Alım, M. (2019). The students’ behaviours at the instructional geocaching applied in problem-based environmental education. Review of International Geographical Education Online (RIGEO), 9(1), 122-148, Retrieved from http://www.rigeo.org/vol9no1/Number1Spring/RIGEO-V9-N1-6.pd
  • Atasoy, E. & Ertürk, H. (2008). A field study about environmental knowledge and attidudes of elementary scool students. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 105-122. Retrieved from https://dergipark.org.tr/tr/pub/erziefd/issue/6003/80053
  • Atasoy, E. (2005). Environmantal education: A study for elementary school students` environmental attitude and knowledge (Unpublished doctoral dissertation). Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Atasoy, E. (2019). İnsan doğa etkileşimi ve çevre için eğitim. Bursa: Sentez Yayıncılık.
  • Aydın, M., Dündar, R. & Korkut, Ş. (2016). Teacher views upon ecological literacy education in turkey. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(USBES Özel Sayı II), 1160-1172. Retrieved from http://ekolojikokuryazarim.com/images/ makaleler/T%C3%9CRK%C4%B0YE%E2%80%99DE%20EKOLOJ%C4%B0K%20OKURYAZARLIK%20E%C4%9E%C4%B0T%C4%B0M%C4%B0NE.pdf
  • Bahar, M. & Kiras, B. (2017). General analysis of articles and thesis on environmental education which were published in turkey. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 1702-1720. Retrieved from https://doi.org/10.17240/ aibuefd. 2017.17.32772-363962
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2019). Eğitimde Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59, 487-510. Retrieved from https://doi.org/10.1007/s11423-010-9173-2
  • Creswell, J.W. (2019). Eğitim Araştırmaları: Nicel ve Nitel Araştırmanın Planlanması, Yürütülmesi ve Değerlendirilmesi. (H. Ekşi, Trans. Ed.), İstanbul: Eğitim Danışmanlığı ve Araştırmaları Merkezi. (Original work published 2012).
  • Creswell, J.W. (2020). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Deseni. (M. Bütün & S. B. Demir Trans. Eds), Ankara: Siyasal Kitabevi. (Original work published 2013).
  • Dada, D., Eames, C. & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222. Retrieved from https://doi.org/10.1017/aee.2017.27
  • Erciş, A. & Türk, B. (2016). In the frame of ethics consumption, consumer and the environment: the moderator role of ecoliteracy. Çukurova Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(2), 1-24. Retrieved from https://dergipark.org.tr/ en/pub/ cuiibfd/issue/34645/385945
  • Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. T. (1993). Doing naturalistic inquiry: A guide to methods. Baverly Hills, CA: Sage.
  • Garipağaoğlu, N. (2020). The approaches of turkish geographers to environmental issues and studies in the field. Türkiye Araştırmaları Literatür Dergisi, 18(35), 5-45. Retrieved from https://dergipark.org.tr/en/pub/talid/issue/55005/754725
  • Güler, T. (2010). The effects of an ecology based environmental education on teachers’ opinions about environmental education. Eğitim ve Bilim, 34(151), 30-43. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/606
  • Hart, P. (1987). The Educational Context: Environmental Education in the School Curriculum. Disinger, John F., Comp. (Ed.), Trends and Issues in Environmental Education: EE in School Curricula. Reports of a Symposium and a Survey. Environmental Education Information Reports. Office of Educational Research and Improvement (ED). Retrieved from https://eric.ed.gov/?id=ED292608
  • Kahyaoğlu, M., Daban, Ş. & Yangın, S. (2008). Attitudes of primary candidate teachers about environmental. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 42-52. Retrieved from https://dergipark.org.tr/en/pub/zgefd/issue/47957/606768
  • Karataş, A. (2018). Çevre eğitiminin tarihsel kökenleri. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (ss. 21-35). Ankara: Pegem Akademi. Karatekin, K. (2011a). The determination of environmental literacy levels of pre-service teachers of social studies (Unpublished doctoral dissertation). Gazi Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Karatekin, K. (2011b). Sosyal bilgilerde çevre eğitimi. R. Turan, A. M. Sünbül & H. Akdağ (Eds). Sosyal Bilgiler Öğretiminde Yeni Yaklaşımlar II (pp. 270-285). Ankara: Pegem Akademi.
  • Kaya, N., Çobanoğlu, M., & Artvinli, E. (2011). Environmental education studies in the world and turkey for sustainable development. 6. Ulusal Coğrafya Sempozyumu, 407-417. Retrieved from http://tucaum.ankara.edu.tr/wp-content/uploads/sites/280/2015/ 08/semp6_44.pdf
  • Kıyıcı, F. B., Yiğit, E. A. & Darçın, E. S. (2014). Investigation of pre-service teacher’s opinion and environmental literacy level change with nature education. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 17-27. Retrieved from https://dergipark.org.tr/ en/pub/trkefd/issue/21473/230150
  • Kostova, Z. & Atasoy, E. (2008). Methods of successful learning in environmental education. Online Submission, 4(1), 49-78. Retrieved from https://eric.ed.gov/?id=ED502021
  • Kurtdede-Fidan, N. & Selanik-Ay, T. (2016). Acquisition of operational environmental literacy in social studies course. International Journal of Environmental and Science Education, 11(13), 5951-5968. Retrieved from https://eric.ed.gov/?id=EJ1115521
  • Mercan, S. I. (2019). Sosyal bilgiler öğretiminde çevre eğitimi. T. Çelikkaya, Ç. Ö. Demirbaş, T. Yıldırım & H. Yakar (Eds). Yeni Program ve Ders içeriklerine Göre Sosyal Bilgiler Öğretimi I (pp. 373-398). Ankara: Pegem Akademi.
  • Miles, M.B. & Huberman, A.M. (2019), Genişletilmiş bir kaynak kitap: Nitel veri analizi. S. Akbaba Altun & A. Ersoy (Trans. Eds.), Ankara: Pegem Akademi. (Original work published 1994).
  • Moser, A. & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis, European Journal of General Practice, 24(1), 9-18. Retrieved from https://doi.org/10.1080/13814788.2017.1375091
  • North American Association for Environmental Education (NAAEE). (19.03.2019). Professional Development of Environmental Educators: Guidelines for Excellence. Retrieved from https://naaee.org/eepro/publication/guidelines-professional-development-environmental-educators
  • Özdemir, O. (2007). A new environmental education perspective: “Education for sustainable development”. Eğitim ve Bilim, 32(145), 23-39. Retrieved from http://eb.ted.org.tr/index.php/EB/article/view/813
  • Özdemir, O. (2017). Ekolojik okuryazarlık ve çevre eğitimi. Ankara: Pegem Akademi.
  • Özmen, H. & Özdemir, S. (2016). Determination of pre-service science and technology teachers’ views on environmetal education. Kastamonu Education Journal, 24(4), 1691-1712. Retrieved from https://kefdergi.kastamonu.edu.tr/index.php/ Kefdergi/article/view/496
  • Patton, M.Q. (2018). Nitel Araştırma ve Değerlendirme Yöntemleri. (M. Bütün & S. B. Demir, Trans. Eds.). Ankara: Pegem Akademi. (Original work published 2000).
  • Peyton, B., Campa, H., Winterstein, S. R., Peyton, M.D. & Peyton, J.V. (1995). Biological diversity for secondary education: environmental education module. UNESCO-UNEP International Environmental Education Programme (IEEP), 1-152. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000111306
  • Powell, R. B., Stern, M. J., Frensley, B. T. & Moore, D. (2019). Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21). Environmental Education Research, 25(9), 1281-1299. Retrieved from https://doi.org/10.1080/13504622.2019.1607259
  • Roth, C. E. (1992). Environmental Literacy: Its roots, evolution, and directions in the 1990s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Retrieved from https://eric.ed.gov/?id=ED348235
  • Saban, A. (2009). Prospective teachers’ mental images about the concept of student. Türk Eğitim Bilimleri Dergisi, 7(2), 281-326. Retrieved from https://dergipark.org.tr/en/pub/tebd/issue/26107/275061
  • Şahin, S., Ünlü, E. & Ünlü, S. (2016). Investigation of teacher candidates’ environmental literacy awareness level. Education Sciences, 11(2), 82-95. Retrieved from http://dx.doi.org/10.12739/NWSA.2016.11.2.1C0655
  • Sever, R. & Yalçınkaya, E. (2018). Çevre eğitimine genel bir bakış ve temel kavramlar. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (pp. 2-17). Ankara: Pegem Akademi.
  • Tavşancıl, E. & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon Yayıncılık.
  • Teksöz, G., Şahin, E. & Ertepınar, H. (2010). Environmental literacy, pre-service teachers, and a sustainable future. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 307-320. Retrieved from http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/480-published.pdf.
  • Ulu-Kalın, Ö. (2018). Çevre eğitimi okuryazarlığı. R. Sever & E. Yalçınkaya (Eds). Çevre Eğitimi (pp. 199-225). Amkara: Pegem Akademi. Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Esen Durmuş 0000-0003-1011-8785

Müşerref Kübra Kınacı 0000-0003-0918-3715

Yayımlanma Tarihi 25 Nisan 2021
Gönderilme Tarihi 13 Kasım 2020
Kabul Tarihi 25 Nisan 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Durmuş, E., & Kınacı, M. K. (2021). Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy. Review of International Geographical Education Online, 11(2), 482-501. https://doi.org/10.33403/rigeo.825516
AMA Durmuş E, Kınacı MK. Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy. Review of International Geographical Education Online. Nisan 2021;11(2):482-501. doi:10.33403/rigeo.825516
Chicago Durmuş, Esen, ve Müşerref Kübra Kınacı. “Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy”. Review of International Geographical Education Online 11, sy. 2 (Nisan 2021): 482-501. https://doi.org/10.33403/rigeo.825516.
EndNote Durmuş E, Kınacı MK (01 Nisan 2021) Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy. Review of International Geographical Education Online 11 2 482–501.
IEEE E. Durmuş ve M. K. Kınacı, “Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy”, Review of International Geographical Education Online, c. 11, sy. 2, ss. 482–501, 2021, doi: 10.33403/rigeo.825516.
ISNAD Durmuş, Esen - Kınacı, Müşerref Kübra. “Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy”. Review of International Geographical Education Online 11/2 (Nisan 2021), 482-501. https://doi.org/10.33403/rigeo.825516.
JAMA Durmuş E, Kınacı MK. Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy. Review of International Geographical Education Online. 2021;11:482–501.
MLA Durmuş, Esen ve Müşerref Kübra Kınacı. “Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy”. Review of International Geographical Education Online, c. 11, sy. 2, 2021, ss. 482-01, doi:10.33403/rigeo.825516.
Vancouver Durmuş E, Kınacı MK. Opinions of Social Studies Teacher Education Students about the Impact of Environmental Education on Ecological Literacy. Review of International Geographical Education Online. 2021;11(2):482-501.