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Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years

Yıl 2020, Cilt: 10 Sayı: 3, 351 - 372, 31.08.2020
https://doi.org/10.33403/rigeo.689426

Öz

It is a fact that, more than ever, the whole world needs to effectively use its natural and economic resources. In this regard, it is very important to raise awareness in society, starting from pre-school education. Awareness about zero-waste and recycling strategies should be gained by children during their pre-school education years because it will remain with them and will be one of the most important arguments for developing societal awareness about how to create a more livable world. Awareness about issues related to zero-waste and recycling are two essential topics to inform the economic future of the world; the responses of pre-school teachers about how to teach and promote awareness about zero-waste and recycling activities at the pre-school education level are significant. The aim of this study is to encourage the development of pre-school teachers by raising their awareness about zero-waste and recycling activities. The need for this research is linked to the lack of prominence about the concept of zero-waste in pre-school programs in Turkey, and also the limited inclusion of opportunities for pre-school students to learn about recycling strategies. This research uses a qualitative design and adopts a case-study approach. The study group was purposefully sampled using criterion-sampling. Interviews were conducted with forty pre-school education teachers who volunteered to support the research, had at least five years experience, and had received training about zero-waste and recycling activities. The interviews with pre-school education teachers were conducted once and took approximately fifty minutes. Content analysis and descriptive analysis approaches were employed. The research findings were based on each interview question, and tables were created under five headings. Research findings indicate that most of the pre-school education teachers stated the children’s awareness about zero-waste and recycling was insufficient during the pre-school education years. Teachers have stated that awareness about zero-waste and recycling can be enriched through the inclusion of specific content and the use of visual materials in pre-school education programs. It has also been determined that the use of abstract experiences based on concrete experiences help pre-school education teachers to promote awareness amongst children about zero-waste and recycling. Additionally, pre-school education teachers emphasized that using an educational game will make the learning process about zero-waste and recycling strategies more enjoyable and will also be the most suitable method in terms of the children’s age and levels of development. On the other hand, teachers have stated that in order to raise children’s awareness about zero-waste and recycling, there should be further studies conducted about how such awareness will contribute to the social and emotional development of children as well as studies about how children can learn-by-doing.

Kaynakça

  • Akçay, İ. (2006). Environmental education for pre-school and elementary students in different countries (Master's thesis). Uludağ University Graduate School of Social Sciences, Bursa.
  • Aktas, Y. (2002). Mathematics education in preschool period. Adana: Nobel Tıp .
  • Alıcı, D. (2016). A research on the effects of educational games in science and technology course on students’ academic achievement and knowledge retention (Unpublished Master’s Thesis). Kahramanmaraş Sütçü İmam University. Institute of Science, Kahramanmaraş.
  • Amory, A. (2001). Building an educational adventure game: Theory, design and lessons. Journal of Interactive Learning Research, 129 (2/3), 249-264.
  • Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: Identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
  • Amy Cutter-Mackenzie & Susan Edwards (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, DOI: 10.1080/00958964.2012.751892.
  • Anonymous (2009). Directive 2009/125/EC of the European Parliament and of the Council of 21 October 2009 establishing a framework for the setting of ecodesign requirements for energy-related products. Strasbourg, France: The European Parliament and the Council.
  • Azkeskin, K. E. & Güven, G. (2010). Early childhood education and pre-school education. İ. Diken (ed.). Early childhood education. Ankara: Pegem A.
  • Bıyıklı, C. & Yağcı, E (2014). The effect of 5e learning model designed according to learning experiences on the science process skills. Ege Journal of Education, 15 (1) 45-79.
  • Bybee, R.W., Taylor, A.J., Gardner, A., Van Scotteer P. & Powell, J.C., Westbrook, A., and Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado: Springs.
  • Breakwell, G. (1995). Introduction to research methods in psychology. Breakwell, Hammond and Fife-Shaw (Eds). Research methods in psychology. Bin Meşe, CA: Adaçayı.
  • Buntod, P.C., Suksringam, P. ve Singseevo, A. (2010). Effects of learning environmental education on science process skills and critical thinking of mathayomsuksa 3 students with different learning achievements. Journal of Social Sciences 6 (1), 60-63.
  • Büyüköztürk, Ş., Kılıç -Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Scientific research methods. Ankara: PegemA.
  • Büyüktaşkapu, S., & Dereli, H. M. (2014). A comparative examination of strategies aiming to improve thinking skills of children used by preschool teachers in different countries. Kastamonu Eğitim Dergisi, 22(2), 475-496.
  • Chiriga, L. J. (1997). Creative dramatics as an effective strategy. (Unpublished Master’s Thesis). University of Virginia, USA.
  • Cira, N. J., Chung A. M., Denisin, A. K., Rensi, S., Sanchez, G. N., Quake, S. R. & Riedel Kruse, I. (2015). A biotic game design project for ıntegrated life science and engineering education. Public Library of Science, 13(3). e1002110.
  • Cooper, J. (2005). Global agricultural policy reform and trade: environmental gains and lasses, Cheltenham: Edward Elgar.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. (2. Baskı). USA: SAGE.
  • Çetinkaya, C. (2006). The diachronic and current position of pre-school education in Turkey (Master’s Thesis). Yeditepe University, Institute of Social Sciences, İstanbul.
  • Çimen, O. & Yılmaz, M. (2012). Primary school students' knowledge about recycling and recycling behavior. Journal of Uludağ University Education Faculty, 25 (1), 63-74.
  • Denham, S., Blaır, K., Demlılder, E.,Levitas, J., Sawyer., K., Auerbach, S. & Queenan, P. (2003). Pre-school emotional competence: Pathway to social competence. Child Development, 74(1), 238-256.
  • Darmawan, D. (2013). Metodologi Penelitian Kuantitatif . Bandung: PT Remaja Rosdakarya.
  • Edwards, S. & Cutter-Mackenzie, A. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australisian Journal of Early Childhood, 36 (1), 51-59.
  • Ekici, F. (2007). The effect of the course material prepared according to the 5 E learning cycle in accordance with the constructivist approach on high school 3rd grade students' understanding of oxidation-reduction reactions and electrochemistry topics. (Unpublished Master’s Thesis). Gazi Üniversity, Ankara.
  • Erdem, A. Ü., Aydos, E. H. & Gönen, M. (2017). The use of creative drama in early childhood Educational settings: an examination of Teachers’ and candidate teachers’ Perspectives. HAYEF Journal of Education, 14(1), 409-424.
  • Falkingham, L. T. & Reeves, R. (1998). Context analysis a technique for analysing research in a field, applied to literature on the management of R and D at the section level. Scientometrics, 42(2), 97-120.
  • Gadiraju, T. (2016). Investigating the determinants of recycling behavior in youth by using theory of planned behavior (Master Thesis). Available from ProQuest Dissertations and Theses database. Retrieved from http://scholarcommons.usf.edu/etd/6085/
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  • Gülay, H. & Ekici, G. (2010). Environmental education of MEB preschool education program analysis. Turkish Journal of Science Education. 7 (1), 74-84.
  • Hancock, R.D. & Algozzine, B. (2006). Doing case study research. New York: Teachers College Press.
  • Hopper, J. R. & Nielsen, J. M. (1991). Recycling as altruistic behavior: Normative and behavioral strategies to expand participation in a community recycling program. Environment and Behavior,, 23 (2), 195-220.
  • Hsu, C. Y. & Tsai, C. C. (2013). Examining the effects of combining self-explanation principles with an educational game on learning science concepts. Interactive Learning Environments, 21(2), 104-115.
  • Hung., C. M, Huang., I & Hwang,. G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics Journal of Computers in Education 1, (2-3), 151-166.
  • Karatekin, K. & Merey, Z. (2015). Attitudes of preservice social studies teachers towards solid wastes and recycle. Bayburt University Journal of Education Faculty, 10 (2), 297-314.
  • Kartal, H. (2007. The effect of mother-child education program which is one of the early childhood education programs on cognitive development of six age children. İlköğretim Online, 6(2), 234- 248.
  • Kaya, K., Şenel, M. C. & Koç, E. (2018). Evaluation of renewable energy sources in the world and Turkey, Technological Applied Sciences (NWSATAS), 13(3), 219-234. DOI:10.12739/NWSA.2018.13.3.2A0152.
  • Koç, E. & Kaya, K., (2015). Energy resources–state of renewable energy Mühendis ve Makina, 56, (668), 36-47.
  • Lin, T.C., Lin, TJ. & Tsai, C.C. (2014). Research tredns in science education from 2008 to 2012: A systematic content analyisis of publications in selected journals. International Journal of Science Education, 36 (8), 1346-1372.
  • Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771-801.
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage.
  • Mazer, J. P., & Thompson, B. (2017). The validity of the parental academic support scale: associations among relational and family involvement outcomes. International Journal of Quantitative Research in Education, 4(1-2), 120-132.
  • MEB, (2013). Preschool education program and activity book. Ankara: Anı.
  • Merriam, S. B. (1998). Case study resarch in education: A gualitative approach. San Francisco: Jossey: Bass.
  • Miles, M. B. & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J.L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540.
  • Nitecki, E. (2015). Integrated school-family partnerships in pre-school: Building quality involvement through multidimensional relationships. School Community Journal, 25(2), 195-219.
  • Onur, A. Çağlar, A. & Salman, M. (2016). Evaluation of waste paper and improvement of environmental awareness for 5 years old preschool children. Kastamonu Journal of Education, 24(5), 2457-2468.
  • Oskamp, S. (1995). Resource conservation and recycling: Behavior and policy. Journal of Social Issues, 51(4), 157–177.
  • Öztap, R. (2019). Investigetion of the effect of art activities made with waste material on recycling awareness of pre-school children. Dumlupınar University. (Unpublished Master’s Thesis). Institute of Education Sciences, Kütahya.
  • Öztürk, M. (2018). Zero waste management. Journal of Health Thought and Medical Culture. 45. 76- 77.
  • Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
  • Poskus, M. S. (2015). Predicting recycling behavior by including moral norms into the theory of planned behavior. Psichologija, 52 (52), 22-32.
  • Pressoir, E. (2008). Preconditions for young children’s learning and practice for sustainable development. Pramling- Samuellson, I. & Kaga, Y (Eds.), The contribution of early childhood education to a sustainable society in (pp. 57-62). Paris: UNESCO.
  • Rahmayanti, H, Oktaviani, V. & Syani., Y. (2019). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series. 1434 012029. doi:10.1088/1742-6596/1434/1/012029.
  • Rances, J. N. (2005). Student perceptions of improving comprehension through drama as compared topeotry and fiction in college English freshman composition courses. (Unpublished doctoral dissertation), Widener University, Chester, PA.
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Yıl 2020, Cilt: 10 Sayı: 3, 351 - 372, 31.08.2020
https://doi.org/10.33403/rigeo.689426

Öz

Kaynakça

  • Akçay, İ. (2006). Environmental education for pre-school and elementary students in different countries (Master's thesis). Uludağ University Graduate School of Social Sciences, Bursa.
  • Aktas, Y. (2002). Mathematics education in preschool period. Adana: Nobel Tıp .
  • Alıcı, D. (2016). A research on the effects of educational games in science and technology course on students’ academic achievement and knowledge retention (Unpublished Master’s Thesis). Kahramanmaraş Sütçü İmam University. Institute of Science, Kahramanmaraş.
  • Amory, A. (2001). Building an educational adventure game: Theory, design and lessons. Journal of Interactive Learning Research, 129 (2/3), 249-264.
  • Amory, A., Naicker, K., Vincent, J., & Adams, C. (1999). The use of computer games as an educational tool: Identification of appropriate game types and game elements. British Journal of Educational Technology, 30(4), 311-321.
  • Amy Cutter-Mackenzie & Susan Edwards (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, DOI: 10.1080/00958964.2012.751892.
  • Anonymous (2009). Directive 2009/125/EC of the European Parliament and of the Council of 21 October 2009 establishing a framework for the setting of ecodesign requirements for energy-related products. Strasbourg, France: The European Parliament and the Council.
  • Azkeskin, K. E. & Güven, G. (2010). Early childhood education and pre-school education. İ. Diken (ed.). Early childhood education. Ankara: Pegem A.
  • Bıyıklı, C. & Yağcı, E (2014). The effect of 5e learning model designed according to learning experiences on the science process skills. Ege Journal of Education, 15 (1) 45-79.
  • Bybee, R.W., Taylor, A.J., Gardner, A., Van Scotteer P. & Powell, J.C., Westbrook, A., and Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado: Springs.
  • Breakwell, G. (1995). Introduction to research methods in psychology. Breakwell, Hammond and Fife-Shaw (Eds). Research methods in psychology. Bin Meşe, CA: Adaçayı.
  • Buntod, P.C., Suksringam, P. ve Singseevo, A. (2010). Effects of learning environmental education on science process skills and critical thinking of mathayomsuksa 3 students with different learning achievements. Journal of Social Sciences 6 (1), 60-63.
  • Büyüköztürk, Ş., Kılıç -Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Scientific research methods. Ankara: PegemA.
  • Büyüktaşkapu, S., & Dereli, H. M. (2014). A comparative examination of strategies aiming to improve thinking skills of children used by preschool teachers in different countries. Kastamonu Eğitim Dergisi, 22(2), 475-496.
  • Chiriga, L. J. (1997). Creative dramatics as an effective strategy. (Unpublished Master’s Thesis). University of Virginia, USA.
  • Cira, N. J., Chung A. M., Denisin, A. K., Rensi, S., Sanchez, G. N., Quake, S. R. & Riedel Kruse, I. (2015). A biotic game design project for ıntegrated life science and engineering education. Public Library of Science, 13(3). e1002110.
  • Cooper, J. (2005). Global agricultural policy reform and trade: environmental gains and lasses, Cheltenham: Edward Elgar.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. (2. Baskı). USA: SAGE.
  • Çetinkaya, C. (2006). The diachronic and current position of pre-school education in Turkey (Master’s Thesis). Yeditepe University, Institute of Social Sciences, İstanbul.
  • Çimen, O. & Yılmaz, M. (2012). Primary school students' knowledge about recycling and recycling behavior. Journal of Uludağ University Education Faculty, 25 (1), 63-74.
  • Denham, S., Blaır, K., Demlılder, E.,Levitas, J., Sawyer., K., Auerbach, S. & Queenan, P. (2003). Pre-school emotional competence: Pathway to social competence. Child Development, 74(1), 238-256.
  • Darmawan, D. (2013). Metodologi Penelitian Kuantitatif . Bandung: PT Remaja Rosdakarya.
  • Edwards, S. & Cutter-Mackenzie, A. (2011). Environmentalising early childhood education curriculum through pedagogies of play. Australisian Journal of Early Childhood, 36 (1), 51-59.
  • Ekici, F. (2007). The effect of the course material prepared according to the 5 E learning cycle in accordance with the constructivist approach on high school 3rd grade students' understanding of oxidation-reduction reactions and electrochemistry topics. (Unpublished Master’s Thesis). Gazi Üniversity, Ankara.
  • Erdem, A. Ü., Aydos, E. H. & Gönen, M. (2017). The use of creative drama in early childhood Educational settings: an examination of Teachers’ and candidate teachers’ Perspectives. HAYEF Journal of Education, 14(1), 409-424.
  • Falkingham, L. T. & Reeves, R. (1998). Context analysis a technique for analysing research in a field, applied to literature on the management of R and D at the section level. Scientometrics, 42(2), 97-120.
  • Gadiraju, T. (2016). Investigating the determinants of recycling behavior in youth by using theory of planned behavior (Master Thesis). Available from ProQuest Dissertations and Theses database. Retrieved from http://scholarcommons.usf.edu/etd/6085/
  • Grix, J. (2010). The foundations of research. London: Palgrave Macmillan.
  • Guide, V.D.R. L. N. & Van Wassenhove. (2009). The evolution of closed-loop supply chain research,’’ Operations Research, 57 (1), 10-18.
  • Gülay, H. & Ekici, G. (2010). Environmental education of MEB preschool education program analysis. Turkish Journal of Science Education. 7 (1), 74-84.
  • Hancock, R.D. & Algozzine, B. (2006). Doing case study research. New York: Teachers College Press.
  • Hopper, J. R. & Nielsen, J. M. (1991). Recycling as altruistic behavior: Normative and behavioral strategies to expand participation in a community recycling program. Environment and Behavior,, 23 (2), 195-220.
  • Hsu, C. Y. & Tsai, C. C. (2013). Examining the effects of combining self-explanation principles with an educational game on learning science concepts. Interactive Learning Environments, 21(2), 104-115.
  • Hung., C. M, Huang., I & Hwang,. G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics Journal of Computers in Education 1, (2-3), 151-166.
  • Karatekin, K. & Merey, Z. (2015). Attitudes of preservice social studies teachers towards solid wastes and recycle. Bayburt University Journal of Education Faculty, 10 (2), 297-314.
  • Kartal, H. (2007. The effect of mother-child education program which is one of the early childhood education programs on cognitive development of six age children. İlköğretim Online, 6(2), 234- 248.
  • Kaya, K., Şenel, M. C. & Koç, E. (2018). Evaluation of renewable energy sources in the world and Turkey, Technological Applied Sciences (NWSATAS), 13(3), 219-234. DOI:10.12739/NWSA.2018.13.3.2A0152.
  • Koç, E. & Kaya, K., (2015). Energy resources–state of renewable energy Mühendis ve Makina, 56, (668), 36-47.
  • Lin, T.C., Lin, TJ. & Tsai, C.C. (2014). Research tredns in science education from 2008 to 2012: A systematic content analyisis of publications in selected journals. International Journal of Science Education, 36 (8), 1346-1372.
  • Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771-801.
  • Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage.
  • Mazer, J. P., & Thompson, B. (2017). The validity of the parental academic support scale: associations among relational and family involvement outcomes. International Journal of Quantitative Research in Education, 4(1-2), 120-132.
  • MEB, (2013). Preschool education program and activity book. Ankara: Anı.
  • Merriam, S. B. (1998). Case study resarch in education: A gualitative approach. San Francisco: Jossey: Bass.
  • Miles, M. B. & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J.L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540.
  • Nitecki, E. (2015). Integrated school-family partnerships in pre-school: Building quality involvement through multidimensional relationships. School Community Journal, 25(2), 195-219.
  • Onur, A. Çağlar, A. & Salman, M. (2016). Evaluation of waste paper and improvement of environmental awareness for 5 years old preschool children. Kastamonu Journal of Education, 24(5), 2457-2468.
  • Oskamp, S. (1995). Resource conservation and recycling: Behavior and policy. Journal of Social Issues, 51(4), 157–177.
  • Öztap, R. (2019). Investigetion of the effect of art activities made with waste material on recycling awareness of pre-school children. Dumlupınar University. (Unpublished Master’s Thesis). Institute of Education Sciences, Kütahya.
  • Öztürk, M. (2018). Zero waste management. Journal of Health Thought and Medical Culture. 45. 76- 77.
  • Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
  • Poskus, M. S. (2015). Predicting recycling behavior by including moral norms into the theory of planned behavior. Psichologija, 52 (52), 22-32.
  • Pressoir, E. (2008). Preconditions for young children’s learning and practice for sustainable development. Pramling- Samuellson, I. & Kaga, Y (Eds.), The contribution of early childhood education to a sustainable society in (pp. 57-62). Paris: UNESCO.
  • Rahmayanti, H, Oktaviani, V. & Syani., Y. (2019). Development of sorting waste game android based for early childhood in environmental education. Journal of Physics: Conference Series. 1434 012029. doi:10.1088/1742-6596/1434/1/012029.
  • Rances, J. N. (2005). Student perceptions of improving comprehension through drama as compared topeotry and fiction in college English freshman composition courses. (Unpublished doctoral dissertation), Widener University, Chester, PA.
  • Rivera, M. (2009). Latinos and problem solving. The hispanic outlook in higher education, 19, 15.
  • Salonen A. O. & Tast, S. (2013). Finnish early childhood educators sustainable development. Journal of Sustainable Development; 6 (2); 70-85.
  • Samuelsson I. P. (2011). Why we should begin early with ESD: The role of early childhood education. Department of Education, Communication and Learning, University of Gothenburg.Springer Sciences Business Media B.V. 43: 103-118.
  • Stake, R. (1995). The art of case study resarch. Thousand Oaks, CA: Sage.
  • Steward, C.J. & Cash, W. B.(1985). Interviewing: principles and practices. Dubugue, IO: Wm.C.Brown.
  • Şenel, M. C. (2012). Design principles of power transmission mechanisms in wind turbines - dynamic behavior (Unpublished master's thesis). Ondokuz Mayıs University Institute of Science. Samsun.
  • TC. Environment and Urban Ministry (2017). Zero waste handbook. Ankara.
  • Temel, D. & Türkoğlu, B. (2019). The effect of mother and father attitudes to social skills of kindergarten children according to the settlements. GEFAD / GUJGEF 39(2): 843-871.
  • Tezel Şahin, F. & Turla, A. (2003). Examination of family participation studies in preschool education institutions. Omep 2003 world council meeting and conference book (I.379-392), Ankara: Ya-Pa.
  • Toran, M. & Özgen, Z. (2018). Family Involvement in Preschool Education: What Do Teachers Think and Do? Journal of Qualitative Research in Education, 6(3), 229-245. DOI:10.14689/issn.2148-2624.1.6c3s11m.
  • Turner, H., Mayall, B., Dickinson, R., Clark, A., Hood, S., Samuels, J., & Wiggings, M. (2004). Children engaging with drama: An evaluation of the National Theatre’s drama work in primary schools. London: Institute of Education, University of London.
  • Türker, H. H. (2009). Investigation of the effect of 5 E learning cycle model for the concept of force on meaningful learning (Unpublished Master’s Thesis). Niğde University, Institute of Social Sciences, Niğde.
  • Uluyurt, F. (2012). Ongoing pre-school education institutions of some variables of peer relations children aged 5-6. (Unpublished Master’s Thesis). Selcuk University, Konya.
  • United Nations Educational, Scientific and Cultural Organization (1992). Agenda 21 – Report of the United Nations Conference on environment and development. Rio de Janeiro: UNESCO.
  • Ünüvar, P. (2010). Comparison of parent and teacher opinions regarding family participation studies. Kastamonu Journal of Education, 18 (3), 719-730.
  • URL.1.(2018).https://tr.sputniknews.com/cevre/201809211035314327-birlesmis-milletler- dunya-bankasi-rapor-atk-artma-asya-sahraalti-africa/
  • Usta, N., Işık, D. A., Şahan, G., Genç, S., Taş, F., Gülay, G., Diril, F., Demir, Ö. & Küçük, K. (2017). The opinions of pre-service teachers on the usage of games in mathematics teaching. International Journal of Social Sciences and Education Research, 3(1), 328- 344.
  • Valle, P, Reis, E. Menezes, J. & Rebelo, E. (2004). Behavioral determinants of household recycling participation. Environment and Behavior, 36(4), 505- 540.
  • World Bank, FAO and IFAD (2015). Gender in Climate-Smart Agriculture. Module 18 of the Gender in Agriculture Sourcebook. World Bank, Washington DC.
  • Yaffe, S. (1989). Drama as a teaching tool. Educational leadership, 46(6), 29- 35.
  • Yeşilyurt. Z, C. (2011). Expectations of parents who attend kindergarten with their children from pre-school education institutions and their expectations from institutions. Pamukkale University. Social Sciences Institute. (Unpublished Master’s Thesis), Denizli.
  • Yıldırım, A. & Şimşek, H. (2011). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yin, R. K. (2009). Case study research: Design and method (4th ed). Thousand Oaks, CA: Sage.
  • Yumuş, M. (2013). Research on Opinions of Preschool Teachers about Behavioral Problems of 36-72 month-old Children and Determining Coping Strategies. (Unpublished Master’s Thesis). Hacettepe University, Institute of Health Sciences, Child Development Program, Ankara.
  • Zahle, J. (2019). Data, epistemic values, and multiple methods in case study research. Studies in History and Philosophy of Science, 78(32–39).
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ayhan Bulut

Yayımlanma Tarihi 31 Ağustos 2020
Gönderilme Tarihi 14 Şubat 2020
Kabul Tarihi 30 Ağustos 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 3

Kaynak Göster

APA Bulut, A. (2020). Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years. Review of International Geographical Education Online, 10(3), 351-372. https://doi.org/10.33403/rigeo.689426
AMA Bulut A. Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years. Review of International Geographical Education Online. Ağustos 2020;10(3):351-372. doi:10.33403/rigeo.689426
Chicago Bulut, Ayhan. “Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years”. Review of International Geographical Education Online 10, sy. 3 (Ağustos 2020): 351-72. https://doi.org/10.33403/rigeo.689426.
EndNote Bulut A (01 Ağustos 2020) Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years. Review of International Geographical Education Online 10 3 351–372.
IEEE A. Bulut, “Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years”, Review of International Geographical Education Online, c. 10, sy. 3, ss. 351–372, 2020, doi: 10.33403/rigeo.689426.
ISNAD Bulut, Ayhan. “Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years”. Review of International Geographical Education Online 10/3 (Ağustos 2020), 351-372. https://doi.org/10.33403/rigeo.689426.
JAMA Bulut A. Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years. Review of International Geographical Education Online. 2020;10:351–372.
MLA Bulut, Ayhan. “Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years”. Review of International Geographical Education Online, c. 10, sy. 3, 2020, ss. 351-72, doi:10.33403/rigeo.689426.
Vancouver Bulut A. Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years. Review of International Geographical Education Online. 2020;10(3):351-72.