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Okul Öncesi Öğretmen Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumlarının İncelenmesi

Yıl 2019, Cilt: 4 Sayı: 2, 72 - 84, 30.12.2019

Öz

Bu
çalışmanın amacı, okul öncesi öğretmen adaylarının sürdürülebilir kalkınmaya
karşı tutumlarının, onların sürdürülebilir kalkınma hakkındaki bilgi düzeyleri
ile bu bilgilere kaynaklık edebileceği düşünülen bazı anlamlı yaşam deneyimleri
tarafından ne derece yordandığını incelemektir. Anlamlı yaşam deneyimleri
arasında öğretmen adaylarının çocuklukta yaşadıkları yer (köy/şehir) ve
hâlihazırda çevre ile ilgili bir STK’ya üye olup olmadıkları incelenmiştir.
Farklı lisans düzeylerinden toplam 418 okul öncesi öğretmen adayı ile
gerçekleştirilen çalışmada, sürdürülebilir kalkınma hakkındaki bilgi ve
tutumları ölçmek amacıyla bir dizi ölçek kullanılmış olup, bunlara ilaveten
öğretmen adaylarına ait bazı demografik bilgileri toplamayı amaçlayan
demografik bilgi formu uygulanmıştır. Yapılan betimsel ve regresyon analizleri
sonucunda, öğretmen adaylarının sürdürülebilir kalkınmaya karşı tutumlarını,
onların sürdürülebilir kalkınma hakkındaki bilgi düzeyleri ile birlikte onların
çocukken yaşadıkları yer anlamlı olarak yordamıştır. Bu bulgular ve çalışmanın
diğer bulguları, okul öncesi öğretmenleri arasında sürdürülebilir kalkınma
bilincinin geliştirilmesi çerçevesinde tartışılmıştır.

Kaynakça

  • Ärlemalm‐Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: In‐service students' comprehension of the concept. Environmental Education Research, 17(2), 187-200.
  • Arnold, H.E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. The Journal of Environmental Education, 40(3), 27-36.
  • Berglund, T., & Gericke, N. (2015). Separated and integrated perspectives on environmental, economic, and social dimensions–an investigation of student views on sustainable development. Environmental Education Research, (ahead-of-print), 1-24.
  • Bonnett, M. (1999). Education for sustainable development: A coherent philosophy for environmental education. Cambridge Journal of Education 29(3), 313–324. Boutte, G. (2008). Beyond the illusion of diversity: How can early childhood teachers can promote social justice. The Social Studies. 99(4), 165-173.
  • Cengizoglu, S. (2013). Investigating Potential of Education for Sustainable Development Program on Preschool Children’s Perceptions about Human-Environment Interrelationship (Master Thesis, Middle East Technical University).
  • Chawla, L. (1998a). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 4(4), 383–97.
  • Chawla, L. (1998b). Significant life experiences revisited: A review of research on sources of environmental sensitivity. The Journal of Environmental Education, 29(3), 11–21.
  • Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.
  • Chawla, L. (2001). Significant life experiences revisited once again: Response to Vol. 5(4) ‘Five critical commentaries on significant life experience research in environmental education’. Environmental Education Research, 7(4), 451–61.
  • Cohen, J. (1992). Statistical Power Analysis. Current Directions In Psychological Science, 98- 101.
  • Davis, J. M. (2010). What is early childhood education for sustainability? Young Children and the Environment: Early Learning for Sustainability, 21-42.
  • Didonet, V. (2008). Early Childhood for a Sustainable Society. In Pramling-Samuellson, I. & Kaga, Y. (Eds.), The contribution of early childhood education to a sustainable society, 25-30. Paris: UNESCO.
  • Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
  • Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers' conceptions about nature and the environment. Environmental Education Research, 9(4), 461-478.
  • Green, S. S. (2013). Preschool Teachers' Early Perceptions of Education for Sustainable Development In Early Childhood Education. (Master Thesis. Southern Illinois University Carbondale).
  • Hedefalk, M., Almqvist, J., & Östman, L. (2014). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 1-16.
  • Hägglund, S., & Samuelsson, I. P. (2009). Early childhood education and learning for sustainable development and citizenship. International Journal of Early Childhood, 41(2), 49.
  • Hsu, S. J. (2009). Significant life experiences affect environmental action: A confirmation study in eastern Taiwan. Environmental Education Research, 15(4), 497-517.Jóhannesson, I. Á., Norðdahl, K., Óskarsdóttir, G., Pálsdóttir, A., & Pétursdóttir, B. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research, 17(3), 375-391.
  • Marks, G. N., McMillan, J., Jones, F. L., & Ainley, J. (2000). The measurement of socioeconomic status for the reporting of nationally comparable outcomes of schooling. Draft Report by the National Education Performance Monitoring Taskforce, Australian Council for Educational Research and Sociology Program, Research School of Social Sciences, Australian National University, Retriewed from www. mceecdya. edu. au/verve/_resources/socioeconomicstatus_file.pdf.
  • McNaughton, M. J. (2012). Implementing Education for Sustainable Development in schools: learning from teachers’ reflections. Environmental Education Research, 18(6), 765-782.
  • Oakes, J. M., & Rossi, P. H. (2003). The measurement of SES in health research: current practice and steps toward a new approach. Social science & medicine, 56(4), 769-784.
  • Palmer, J.A., & Suggate J. (1996). Influences and experiences affecting the proenvironmental behavior of educators. Environmental Education Research 2(1), 109–121.
  • Park, E., Kim, H., & Yu, S. (2015). The perception and attitude of in-service teachers in early childhood education toward Education for Sustainable Development (ESD) in Korea. Early childhood pathways to sustainability. 67th OMEP World Assembly and International Conference, July 27-August 1, Washington DC, U.S.AShallcross, T. & J. Robinson. (2007). Is a decade of teacher education for sustainable development essential for survival? Journal of Education for Teaching 33(2), 137-47.
  • Summers, M., & A. Childs (2007). Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science & Technological Education, 25(3), 307–327.
  • Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.
  • Sward, L.L. (1999). Significant life experiences affecting the environmental sensitivity of El Salvadoran environmental professionals. Environmental Education Research 5(2), 201–06.
  • Tanner, T. (1980). Significant life experiences: A new research area in environmental education. The Journal of Environmental Education, 11(4), 20–24.
  • Teksöz, G. (2015). Geçmişten ders almak: Sürdürülebilir kalkınma için eğitim. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 73-97.
  • Tilbury, D. 1995. Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research 1(2), 195- 212.
  • Tuncer, G. (2008). University students' perception on sustainable development: A case study from Turkey. International Research in Geographical and Environmental Education (17)3, 212-226.
  • Tuncer, G., Ertepinar, H., Tekkaya, C., & Sungur, S. (2005). Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 11(2), 215-233.
  • UNESCO. (1992). Agenda 21 – Report of the United Nations Conference on Environment and Development. Chapter 36. Promoting education, public awareness and training UNESCO.
  • UNESCO. (1997). Educating for a sustainable future: A trans-disciplinary vision for concerted action. Retrieved October 5, 2010 from http://unesdoc.unesco.org/images/0011/001106/110686eo.pdf
  • UNESCO. (2002). Education for sustainability—FromRio to Johannesburg: Lessons learnt froma decade of commitment. Paris: Author.
  • UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005- 2014) Retrieved October 5, 2010 from http://portal.unesco.org/education/admin/ev.php
  • UNESCO. (2006). Framework for the UNDESD International Implementation Scheme. Paris: UNESCO.
  • UNESCO. (2008). The Gothenburg Recommendations on Education for Sustainable Development. Retrieved 30/01/09 from http://omep.vrserver2.cl/cgibin/procesa.pl?plantilla=/archivo.html&bri=omep&tab=a _6&campo=c_file&id=270
  • UNESCO. (2012). United Nations Decade of Education for Sustainable Development. Rio+20. (2005-2014) Retrieved November 11, 2012 from http://www.uncsd2012.org/content/documents/492UNESCO%20Input%20to%20Rio 0%20Compilation%20Document.pdf.
  • Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development 5 (2), 177–186.
  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.
  • WCED. (1987). Report of the World Commission on Environment and Development. General Assembly Resolution 42/187, 11 December 1987.
  • Yang, G. & Lam, C.C. & Wong, N. Y. (2010). Developing an Instrument for Identifying Secondary Teachers’ Beliefs about Education for Sustainable Development in China. The Journal of Environmental Education, 41(4), 195–207.

Investigation of Preschool Teacher Candidates' Attitudes Towards Sustainable Development

Yıl 2019, Cilt: 4 Sayı: 2, 72 - 84, 30.12.2019

Öz

The aim of this study is to investigate preschool
teacher candidates' attitudes towards sustainable development with respect to
their level of knowledge about sustainable development and some significant
life experiences thought to be the source of this knowledge. Significant life
experiences were examined whether prospective teachers were members of an NGO
related to the environment and their childhood place (rural/urban). The study
was conducted with 418 pre-school preservice teachers from different
undergraduate levels with a series of scales to measure knowledge and attitudes
about sustainable development and a demographic information form to collect
some demographic information about them. As a result of the descriptive and
regression analyses, the attitudes of the preservice teachers towards
sustainable development were significantly predicted by their level of knowledge
about sustainable development and the place where they lived as a child. These
findings and other findings of the study were discussed within the framework of
developing sustainable development awareness among preschool teachers.

Kaynakça

  • Ärlemalm‐Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: In‐service students' comprehension of the concept. Environmental Education Research, 17(2), 187-200.
  • Arnold, H.E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. The Journal of Environmental Education, 40(3), 27-36.
  • Berglund, T., & Gericke, N. (2015). Separated and integrated perspectives on environmental, economic, and social dimensions–an investigation of student views on sustainable development. Environmental Education Research, (ahead-of-print), 1-24.
  • Bonnett, M. (1999). Education for sustainable development: A coherent philosophy for environmental education. Cambridge Journal of Education 29(3), 313–324. Boutte, G. (2008). Beyond the illusion of diversity: How can early childhood teachers can promote social justice. The Social Studies. 99(4), 165-173.
  • Cengizoglu, S. (2013). Investigating Potential of Education for Sustainable Development Program on Preschool Children’s Perceptions about Human-Environment Interrelationship (Master Thesis, Middle East Technical University).
  • Chawla, L. (1998a). Research methods to investigate significant life experiences: Review and recommendations. Environmental Education Research, 4(4), 383–97.
  • Chawla, L. (1998b). Significant life experiences revisited: A review of research on sources of environmental sensitivity. The Journal of Environmental Education, 29(3), 11–21.
  • Chawla, L. (1999). Life paths into effective environmental action. The Journal of Environmental Education, 31(1), 15–26.
  • Chawla, L. (2001). Significant life experiences revisited once again: Response to Vol. 5(4) ‘Five critical commentaries on significant life experience research in environmental education’. Environmental Education Research, 7(4), 451–61.
  • Cohen, J. (1992). Statistical Power Analysis. Current Directions In Psychological Science, 98- 101.
  • Davis, J. M. (2010). What is early childhood education for sustainability? Young Children and the Environment: Early Learning for Sustainability, 21-42.
  • Didonet, V. (2008). Early Childhood for a Sustainable Society. In Pramling-Samuellson, I. & Kaga, Y. (Eds.), The contribution of early childhood education to a sustainable society, 25-30. Paris: UNESCO.
  • Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
  • Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers' conceptions about nature and the environment. Environmental Education Research, 9(4), 461-478.
  • Green, S. S. (2013). Preschool Teachers' Early Perceptions of Education for Sustainable Development In Early Childhood Education. (Master Thesis. Southern Illinois University Carbondale).
  • Hedefalk, M., Almqvist, J., & Östman, L. (2014). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 1-16.
  • Hägglund, S., & Samuelsson, I. P. (2009). Early childhood education and learning for sustainable development and citizenship. International Journal of Early Childhood, 41(2), 49.
  • Hsu, S. J. (2009). Significant life experiences affect environmental action: A confirmation study in eastern Taiwan. Environmental Education Research, 15(4), 497-517.Jóhannesson, I. Á., Norðdahl, K., Óskarsdóttir, G., Pálsdóttir, A., & Pétursdóttir, B. (2011). Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research, 17(3), 375-391.
  • Marks, G. N., McMillan, J., Jones, F. L., & Ainley, J. (2000). The measurement of socioeconomic status for the reporting of nationally comparable outcomes of schooling. Draft Report by the National Education Performance Monitoring Taskforce, Australian Council for Educational Research and Sociology Program, Research School of Social Sciences, Australian National University, Retriewed from www. mceecdya. edu. au/verve/_resources/socioeconomicstatus_file.pdf.
  • McNaughton, M. J. (2012). Implementing Education for Sustainable Development in schools: learning from teachers’ reflections. Environmental Education Research, 18(6), 765-782.
  • Oakes, J. M., & Rossi, P. H. (2003). The measurement of SES in health research: current practice and steps toward a new approach. Social science & medicine, 56(4), 769-784.
  • Palmer, J.A., & Suggate J. (1996). Influences and experiences affecting the proenvironmental behavior of educators. Environmental Education Research 2(1), 109–121.
  • Park, E., Kim, H., & Yu, S. (2015). The perception and attitude of in-service teachers in early childhood education toward Education for Sustainable Development (ESD) in Korea. Early childhood pathways to sustainability. 67th OMEP World Assembly and International Conference, July 27-August 1, Washington DC, U.S.AShallcross, T. & J. Robinson. (2007). Is a decade of teacher education for sustainable development essential for survival? Journal of Education for Teaching 33(2), 137-47.
  • Summers, M., & A. Childs (2007). Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts. Research in Science & Technological Education, 25(3), 307–327.
  • Somerville, M., & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117.
  • Sward, L.L. (1999). Significant life experiences affecting the environmental sensitivity of El Salvadoran environmental professionals. Environmental Education Research 5(2), 201–06.
  • Tanner, T. (1980). Significant life experiences: A new research area in environmental education. The Journal of Environmental Education, 11(4), 20–24.
  • Teksöz, G. (2015). Geçmişten ders almak: Sürdürülebilir kalkınma için eğitim. Boğaziçi Üniversitesi Eğitim Dergisi, 31(2), 73-97.
  • Tilbury, D. 1995. Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research 1(2), 195- 212.
  • Tuncer, G. (2008). University students' perception on sustainable development: A case study from Turkey. International Research in Geographical and Environmental Education (17)3, 212-226.
  • Tuncer, G., Ertepinar, H., Tekkaya, C., & Sungur, S. (2005). Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 11(2), 215-233.
  • UNESCO. (1992). Agenda 21 – Report of the United Nations Conference on Environment and Development. Chapter 36. Promoting education, public awareness and training UNESCO.
  • UNESCO. (1997). Educating for a sustainable future: A trans-disciplinary vision for concerted action. Retrieved October 5, 2010 from http://unesdoc.unesco.org/images/0011/001106/110686eo.pdf
  • UNESCO. (2002). Education for sustainability—FromRio to Johannesburg: Lessons learnt froma decade of commitment. Paris: Author.
  • UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005- 2014) Retrieved October 5, 2010 from http://portal.unesco.org/education/admin/ev.php
  • UNESCO. (2006). Framework for the UNDESD International Implementation Scheme. Paris: UNESCO.
  • UNESCO. (2008). The Gothenburg Recommendations on Education for Sustainable Development. Retrieved 30/01/09 from http://omep.vrserver2.cl/cgibin/procesa.pl?plantilla=/archivo.html&bri=omep&tab=a _6&campo=c_file&id=270
  • UNESCO. (2012). United Nations Decade of Education for Sustainable Development. Rio+20. (2005-2014) Retrieved November 11, 2012 from http://www.uncsd2012.org/content/documents/492UNESCO%20Input%20to%20Rio 0%20Compilation%20Document.pdf.
  • Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development 5 (2), 177–186.
  • Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.
  • WCED. (1987). Report of the World Commission on Environment and Development. General Assembly Resolution 42/187, 11 December 1987.
  • Yang, G. & Lam, C.C. & Wong, N. Y. (2010). Developing an Instrument for Identifying Secondary Teachers’ Beliefs about Education for Sustainable Development in China. The Journal of Environmental Education, 41(4), 195–207.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Deniz Kahriman Pamuk

Yayımlanma Tarihi 30 Aralık 2019
Gönderilme Tarihi 3 Kasım 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 4 Sayı: 2

Kaynak Göster

APA Kahriman Pamuk, D. (2019). Okul Öncesi Öğretmen Adaylarının Sürdürülebilir Kalkınmaya Yönelik Tutumlarının İncelenmesi. Turkish Journal of Primary Education, 4(2), 72-84.

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