Araştırma Makalesi
BibTex RIS Kaynak Göster

Permanent Solution to Water Conservation: Educating Responsible Citizens from All Age

Yıl 2018, , 100 - 119, 24.01.2018
https://doi.org/10.31807/tjwsm.369860

Öz

This study has conducted to review current
research about water and environment education and discussing what educators do
a water and environment education intented to help responsible citizens caring
water concervation. Literature was reviewed to get the results for the study.
Review has four main topics: Responsible citizenship variables in water and environmental
education; Studies about water related environmental science literacy; Teaching
methods used in water and environmental education; Studies conducted about
water and environmental education in Turkey. The results of the study have
shown that the characteristics of water,
the hydrological cycle, the conservation of matter and the nature of the
scientific processes are abstract and difficult to understand by the
individuals
. Educator should implement student centered teaching
methods that enhance active involvement of individual in water and
environmental issues. Studies conducted about environmental education in Turkey
have concerned attitude of students toward environment. Beside developing cognitive
skills such as literacy about environmental issues, affective skills, such as values
and attitudes toward water and environment should be integrated into school
curriculum for educating responsible citizens from all age.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />



Kaynakça

  • Alim, M. (2013). The knowledge and attitudes of primary school teaching students toward environment. Easten Georaphical Review, 31 23-36. Çoban, G:Ü., Akpınar, E., Küçükcankurtaran, E., Yıldız, E. & Ergin, Ö. (2011). Elementary school students’ Water awreness. International Reseach in Geographical and Environmental Education, 20(1), 65-83. Covitt, B.A., Gunckel, K.L. & Anderson, C.W. (2009). Students’ developing understanding of Water in envronmental systems. The Journal of Environmental Education 40 (3) 37-51. Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF Rapor reseach and related studies say about environmental literacy in U.S. Washington D.C: National Environmental Education and Training Foundation.
  • Dietz, T. (2003). What is a good decision? Critea for environmental decision making. Human Ecology Review, 10 (1), 33-39.
  • Forbes, T.C., Zangoni, L., & Schwarz, C.V. (2015). Emprical validation of integrated learning performances for hydrologic phenomena: 3 rd-grade students’ model-driven exlanation-construction. Journal of Research in Science Teaching.
  • Tuncer, G., Tekkaya, C., Sungur, S., Çakıroğlu, J., Ertepınar, H. & Kaplowitz, M. (2009). Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development. 29(4),426-436.
  • Gilbert, J.K. (2004). Models and modelling: Routes to more authentic science education. Intenational Journal of Science and Mathematics Education 2(2), 115-130.
  • Hines, J.M. et. Al. (1986/1987). Analysis and synthesis of reseach on responsible environmental behavior: A meta-analysis. Journal of Environmental Education, 18 (2). 1-8.
  • Holt, J.G. (1988). A study of the effects of issue investigation and action training on characteristics associatedwith environmental behavior in non-gfted eighth grade students. Unpublished research paper, Southern Illinois University, Carbondale.
  • Hungerford, H.R., Volk, T.L. (2013) Changing Learner behabior through the environmental education. Published online http://www.tandfonline.com/doi/abs/10.1080/00958964.1990.10753743.
  • Kahyaoğlu, M., & Kaya M.F. (2012). Öğretmen Adayarının çevre kirliliğine ve çevreyle ilgil sivil tolum örgütlerine yönelik görüşleri. Journal of Educational Sciences Research. 2(1), 91-107.
  • Lehrer, R., & Schauble, L. (2010). What kind of explanation is a model? In M. K. Stein &L. Kucan (Eds.), International explanations in the discipine (pp. 9-22). New York, NY: Springer Science + Business Media. Doi: 10.1007/978-1-44190594-9_2
  • Middlestadt, S., Grieser, M., Hernandez, O., Tubaishat, K., Sanchack, J., Souhwell, B. & Schwartz R. (2001). Turning minds on and Faucets off: Water conservation education in Jordanian schools. The Journal of Environmental Education. 32 (2) 37-45.
  • NGSS Lead States. (2013). Next generation science standarts: For states, by states. Washington, DC: National Academies Press.
  • Önder, R. (2015) Primary school students’ attitudes towards environment. Sosyal Bilgiler Enstitüsü Dergisi 1(5), 115-124.
  • Porter, B. E., Leeming, F.C., & Dwyer, W.O. (1995). Solid waste recovery: A review of behavioral programs to increase recycling. Environment ad Behavior, 27, 122-152.
  • Ramsey, C.E. & Rickson, R.E. (1976). Environmental Knowledge and attitudes. The Journal of Environmental Education, 8 (1), 10-18.
  • Rosen, R:A, Scanlon, E. & Smith, J. (2017). Future Water stewardship and fact-based Water policy: an aqutic science education pathway model. XVI World Water Congres. International Water Resource Association, Cancun, Mexica
  • Sobel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically informed decision making about socio-hydrological issues. Research and Teaching. 46 (6) 71-79.
  • Taştepe, T. & Aral, N. (2014). Investication of university students’ environmental knowledge & attitude. Journal of Research in Education and Teaching 3(4), 142-153.
  • Vo, T., Forbes, C.T., Zangoni, L. & Schwarz, V. C. (2015). Fostering third-grade students’ use of scientific models with the Water cyce: elementary teachers’ conceptions and practice. International Journal of Science Education. Downloaded by 24.217.215.198 at 19:10. 17 September
  • Zangori, L., Forbes, C.T., & Schwarz, C.V. (2015). Scaffolding. 3 rd-grade students’ model-based explanations about hydrologic cycling through curricular and instructional supports. Science & Education, 24,957-981. Doi. 10.1007/s11191-015-9771-9

Suyun Korunmasında Kalıcı Çözüm: Her Yaştan Sorumlu Yurttaşların Eğitimi

Yıl 2018, , 100 - 119, 24.01.2018
https://doi.org/10.31807/tjwsm.369860

Öz

Bu çalışmada, su ve çevre eğitimi ile ilgili güncel araştırmalar gözden geçirilerek bireylerde suyu ve çevreyi korumak için sorumlu vatandaşlık davranışları kaznadırmak maksadıyla su ve çevre eğitimi kapsamında neler yapabileceği tartışılmıştır. Çalışmanın metodu olarak literatür taraması yapılmıştır. Literatür taramasının dört ana başlığı bulunmaktadır: Su ve çevre sorunları konusunda sorumluluk sahibi vatandaşlık değişkenleri; su ve çevre bilimi okuryazarlığı ile ilgili çalışmalar; Su ve çevre eğitiminde kullanılan öğretim yöntemleri; Türkiye'de su ve çevre eğitimi üzerine yapılan çalışmalar. Çalışmada sonuç olarak, çevre sorunlarına karşı empati kurmak, çevre konularında aktif rol almak, bu konularda bilinçli olmak, çevre sorunlarını çözmede kendine güveninin olması, atık yönetiminin anlaşılması gibi birçok sorumlu yurttaşlık değişkeninin olduğunu görülrmüştür. Ayrıca, yapılan literatür çalışmasının çıktıları, bireyin su ve çevreyi korubilmesi için gerekli olan suyun özellikleri, hidrolojik döngü, maddenin korunumu ve bilimsel süreçlerin niteliği konularını anlamada güçlük çektiğini göstermiştir. Çalışmanın diğer sonuçları da; eğitimin, çevresel sorunların ortaya çıkmadan önlenmesi için en önemli çözümü sağladığı; sorumluluk sahibi yurttaş yetiştirmek için, bireyin su ve çevre konularında aktif katılımını artıran öğrenci merkezli öğretim yöntemlerinin uygulaması gerektiği; Türkiye’de çevre eğitimi ile ilgili yapılan çalışmaların çoğunun öğrencilerin çevreye karşı tutumları ile ilgili olduğu tespit edilmiştir. Sonuç olarak tüm yaştan su ve çevre korumaya sorumlu vatandaşlar yetiştirmek için su ve çevre konuları okur-yazarlığı gibi bilişsel becerilerin yanı sıra, çevre olaylarına karşı empatik perspektif geliştirmek, çevre olaylarına karşı empati geliştirmek, su ve çevreye yönelik değerler ve tutumlar gibi duyuşsal becerilerde okul müfredatına entegre edilmelidir.

Kaynakça

  • Alim, M. (2013). The knowledge and attitudes of primary school teaching students toward environment. Easten Georaphical Review, 31 23-36. Çoban, G:Ü., Akpınar, E., Küçükcankurtaran, E., Yıldız, E. & Ergin, Ö. (2011). Elementary school students’ Water awreness. International Reseach in Geographical and Environmental Education, 20(1), 65-83. Covitt, B.A., Gunckel, K.L. & Anderson, C.W. (2009). Students’ developing understanding of Water in envronmental systems. The Journal of Environmental Education 40 (3) 37-51. Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF Rapor reseach and related studies say about environmental literacy in U.S. Washington D.C: National Environmental Education and Training Foundation.
  • Dietz, T. (2003). What is a good decision? Critea for environmental decision making. Human Ecology Review, 10 (1), 33-39.
  • Forbes, T.C., Zangoni, L., & Schwarz, C.V. (2015). Emprical validation of integrated learning performances for hydrologic phenomena: 3 rd-grade students’ model-driven exlanation-construction. Journal of Research in Science Teaching.
  • Tuncer, G., Tekkaya, C., Sungur, S., Çakıroğlu, J., Ertepınar, H. & Kaplowitz, M. (2009). Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development. 29(4),426-436.
  • Gilbert, J.K. (2004). Models and modelling: Routes to more authentic science education. Intenational Journal of Science and Mathematics Education 2(2), 115-130.
  • Hines, J.M. et. Al. (1986/1987). Analysis and synthesis of reseach on responsible environmental behavior: A meta-analysis. Journal of Environmental Education, 18 (2). 1-8.
  • Holt, J.G. (1988). A study of the effects of issue investigation and action training on characteristics associatedwith environmental behavior in non-gfted eighth grade students. Unpublished research paper, Southern Illinois University, Carbondale.
  • Hungerford, H.R., Volk, T.L. (2013) Changing Learner behabior through the environmental education. Published online http://www.tandfonline.com/doi/abs/10.1080/00958964.1990.10753743.
  • Kahyaoğlu, M., & Kaya M.F. (2012). Öğretmen Adayarının çevre kirliliğine ve çevreyle ilgil sivil tolum örgütlerine yönelik görüşleri. Journal of Educational Sciences Research. 2(1), 91-107.
  • Lehrer, R., & Schauble, L. (2010). What kind of explanation is a model? In M. K. Stein &L. Kucan (Eds.), International explanations in the discipine (pp. 9-22). New York, NY: Springer Science + Business Media. Doi: 10.1007/978-1-44190594-9_2
  • Middlestadt, S., Grieser, M., Hernandez, O., Tubaishat, K., Sanchack, J., Souhwell, B. & Schwartz R. (2001). Turning minds on and Faucets off: Water conservation education in Jordanian schools. The Journal of Environmental Education. 32 (2) 37-45.
  • NGSS Lead States. (2013). Next generation science standarts: For states, by states. Washington, DC: National Academies Press.
  • Önder, R. (2015) Primary school students’ attitudes towards environment. Sosyal Bilgiler Enstitüsü Dergisi 1(5), 115-124.
  • Porter, B. E., Leeming, F.C., & Dwyer, W.O. (1995). Solid waste recovery: A review of behavioral programs to increase recycling. Environment ad Behavior, 27, 122-152.
  • Ramsey, C.E. & Rickson, R.E. (1976). Environmental Knowledge and attitudes. The Journal of Environmental Education, 8 (1), 10-18.
  • Rosen, R:A, Scanlon, E. & Smith, J. (2017). Future Water stewardship and fact-based Water policy: an aqutic science education pathway model. XVI World Water Congres. International Water Resource Association, Cancun, Mexica
  • Sobel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically informed decision making about socio-hydrological issues. Research and Teaching. 46 (6) 71-79.
  • Taştepe, T. & Aral, N. (2014). Investication of university students’ environmental knowledge & attitude. Journal of Research in Education and Teaching 3(4), 142-153.
  • Vo, T., Forbes, C.T., Zangoni, L. & Schwarz, V. C. (2015). Fostering third-grade students’ use of scientific models with the Water cyce: elementary teachers’ conceptions and practice. International Journal of Science Education. Downloaded by 24.217.215.198 at 19:10. 17 September
  • Zangori, L., Forbes, C.T., & Schwarz, C.V. (2015). Scaffolding. 3 rd-grade students’ model-based explanations about hydrologic cycling through curricular and instructional supports. Science & Education, 24,957-981. Doi. 10.1007/s11191-015-9771-9
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm TÜRKİYE SU BİLİMLERİ VE YÖNETİMİ DERGİSİ
Yazarlar

Özlem Sıla Olğun

Yayımlanma Tarihi 24 Ocak 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Olğun, Ö. S. (2018). Permanent Solution to Water Conservation: Educating Responsible Citizens from All Age. Turkish Journal of Water Science and Management, 2(1), 100-119. https://doi.org/10.31807/tjwsm.369860