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Fen Bilgisi ve Sosyal Bilgiler Öğretmen Adaylarının Sürdürülebilir Tüketim Davranışlarının ve Bilgi Düzeylerinin Araştırılması

Yıl 2018, Cilt: 31 Sayı: 2, 507 - 531, 28.12.2018
https://doi.org/10.19171/uefad.505608

Öz

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education, 15(3), 210-223.
  • Birleşmiş Milletler Eğitim Bilim ve Kültür Kurumu [UNESCO], (2017). Sürdürülebilir kalkınma için eğitim, http://www.unesco.org.tr/?page=3:70:2:turkce adresinden elde edilmiştir.
  • Birleşmiş Milletler Kalkınma Programı, (2016). Sustainable Development Goals, http://www.undp.org/content/undp/en/home/sustainable-development-goals.html’ den elde edilmiştir.
  • Brundtland, H. G. (1985). World Commission on environment and development. Environmental Policy and Law, 14(1), 26–30. https://doi.org/10.1016/S0378- 777X(85)80040-8
  • Burmeister, M., & Eilks, I. (2012). An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching. Chemistry Education Research and Practice, 13(2), 93-102.
  • Casey, P. J., ve Scott, K. (2006). Environmental concern and behaviour in an Australian sample within an ecocentric-anthropozentric framework. American Journal of Psychology, 58(2), 57-67.
  • Çobanoğlu, O. & Türer, B. (2015). Fen Bilgisi ve Sosyal Bilgiler Öğretmenlerinin Sürdürülebilir Kalkınma Farkındalıklarının Belirlenmesi, Uluslararası Türk Eğitim Bilimleri Dergisi, 235-245.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Deniş, H., ve Genç, H., (2007). Çevre Bilimi Dersi Alan ve Almayan Sınıf Öğretmenliği Öğrencilerinin Çevreye İlişkin Tutumları ve Çevre Bilimi Dersindeki Başarılarının Karşılaştırılması, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 20-26.
  • Doğan, O., Bulut, Z. A., & Çımrın, F. K. (2015). Bireylerin Sürdürülebilir Tüketim Davranışlarının Ölçülmesine Yönelik Bir Ölçek Geliştirme Çalışması. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 29(4).
  • Dunlap, R. E., Liere, K. D. Van, Mertig, A. G., & Jones, R. E. (2000). Measuring Endorsement of the New Ecological Paradigm : A Revised NEP Scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176.
  • Eagly, A. H. (1987). Sex differences in social behavior: A social role interpretation. Hillsdale, NJ: Erlbaum.
  • Erol, G. H., ve Gezer, K. (2006). Sınıf Öğretmenliği Öğretmen Adaylarına Çevreye ve Çevre Sorunlarına Yönelik Tutumları, International Journal of Environmental and Science Education, 1(1), pp 65 – 77.
  • Ertekin, P. (2012). Sürdürülebilir kaynak kullanımına yönelik çevre eğitimi uygulamalarının ilköğretim öğrencilerinin karbon ayak izi konusunda bilinçlenmeleri üzerine etkisi, Yayınlanmamış Yüksek Lisans Tezi, Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological science, 0956797617741894.
  • Fraenkel, J. R., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education. Ney York: McGraw-Hill.
  • Gardner, G. T.,&Stern, P. C. (2002). Environmental problems and human behavior (2nd Ed.).
  • Gilligan, C. (1982). In a different voice. Harvard University Press.
  • Haigh, M. (2005). Greening the University Curriculum : Appraising an International Movement, 29(1), 31–48. https://doi.org/10.1080/03098260500030355.
  • Hawcroft, J. L. & Milfont, T. (2010). The Use (and Abuse) of the New Environmental Paradigm Scale Over the Last 30 Years: A Meta-Analysis. Journal of Environmental Psychology, 30, 143-158.
  • Hestness, E., McGinnis, J. R., & Breslyn, W. (2015). Integrating sustainability into science teacher education through a focus on climate change. In Educating Science Teachers for Sustainability(pp. 143-162). Springer, Cham.
  • Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2), 1-8.
  • Intergovernmental Panel on Climate Change (IPCC). (2014). Fifth assessment report: Climate change 2007. Cambridge, United Kingdom: Cambridge University Press. Retrieved from http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml.
  • IPCC, (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Inter- governmental Panel on Climate Change. Geneva: IPCC.
  • Kaya, E., Akıllı, M., ve Sezek, F. (2009). Lise Öğrencilerinin Çevreye Karşı Tutumlarının Cinsiyet Açısından İncelenmesi, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(18), 43-54.
  • Milli Eğitim Bakanlığı (2013). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Milli Eğitim Bakanlığı (2017). Fen Bilimleri Dersi Öğretim Programi (3,4,5,6,7. ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Milli Eğitim Bakanlığı (2017). Sosyal Bilgiler Dersi Öğretim Programi (4,5,6,7. ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Ministry of Development (2012). Turkey’s sustainable development plan. Claiming the future. Ankara: Ministry of Development.
  • Moss, A., Jensen, E., & Gusset, M. (2017). Probing the Link between Biodiversity‐Related Knowledge and Self‐Reported Proconservation Behavior in a Global Survey of Zoo Visitors. Conservation Letters, 10(1), 33-40.
  • Neo, S. M., Choong, W. W., & Ahamad, R. B. (2017). Differential environmental psychological factors in determining low carbon behaviour among urban and suburban residents through responsible environmental behaviour model. Sustainable Cities and Society, 31, 225-233.
  • Nickerson, R. S. (2003). Psychology and environmental change. London: Lawrence Erlbaum. Nolan, S. A., & Heinzen, T. (2011). Statistics for the behavioral sciences. Macmillan.
  • Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
  • Pienaar, E. F., Lew, D. K., & Wallmo, K. (2013). Are environmental attitudes influenced by survey context? An investigation of the context dependency of the New Ecological Paradigm (NEP) Scale. Social science research, 42(6), 1542-1554.
  • Pienaar, E. F., Lew, D. K., & Wallmo, K. (2015). The importance of survey content: Testing for the context dependency of the new ecological paradigm scale. Social science research, 51, 338-349.
  • Sargın, S. A., Baltacı, F., Katipoğlu, M., Erdik, C., Arbatlı, M. S., Karaardıç, H., ... & Büyükcengiz, M. (2016). Öğretmen Adaylarının Çevreye Karşı Bilgi, Davranış ve Tutum Düzeylerinin Araştırılması. Education Sciences, 11(1), 1-22.
  • Şama, E., (2003). Öğretmen Adaylarının Çevre Sorunlarına Yönelik Tutumları, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 23(2), 99-110.
  • Schultz, P. W., Gouveia, V. V., Cameron, L. D., Tankha, G., Schmuck, P., & Franěk, M. (2005). Values and their relationship to environmental concern and conservation behavior. Journal of cross-cultural psychology, 36(4), 457-475.
  • Schultz, P. (2002), “Knowledge, information, and household recycling: examining the knowledge-deficit model of behavior change”, in Stern, P. and Dietz, T. (Eds), New Tools for Environmental Protection: Education, Information, and Voluntary Measures, National Academies Press.
  • Solomon, S., Plattner, G. K., Knutti, R., & Friedlingstein, P. (2009). Irreversible climate change due to carbon dioxide emissions. Proceedings of the national academy of sciences, 106(6), 1704-1709.
  • Stapp, W. B., & Polunin, N. (1991). Global environmental education: Towards a way of thinking and acting. Environmental Conservation, 18(1), 13-18.
  • Stern, P. C. (2000). New environmental theories: toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407-424.
  • Stratton, S. K., Hagevik, R., Feldman, A., & Bloom, M. (Eds.). (2015). Educating science teachers for sustainability. Springer.
  • Summers, M., Corney, G., ve Childs, A., (2004). Student Teachers’ conception of Sustainable Development: The Starting-points of Geographers and Scientists, Educational Research, 46(2), 163-182
  • Talloires Declaration (2001). University Leaders for a Sustainable Future, ULSF.
  • Thombs, Dylan R., "Rethinking Environmentally Responsible Behavior and Curriculum Design for a Local
  • Maine High School" (2018). Standard Theses. 157. https://scarab.bates.edu/envr_studies_theses/157
  • Tippins, D., Pate, P. E., Britton, S., & Ammons, J. (2015). A fork in the road: reclaiming a conversation on sustainability for science teacher education in the Anthropocene. In Educating Science Teachers for Sustainability (pp. 69-87). Springer, Cham.
  • Thomas, I., & Nicita, J. (2016). Sustainability Education and Australian Universities Sustainability Education and Australian Universities. Environmental Education Research, 8(4), 475–492. https://doi.org/10.1080/135046202200002684.
  • 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. https://doi.org/10.1080/1350462042000338379
  • UN Economic Commission for Europe (UNECE) (2011). UNECE Annotated Agenda for the Fifth Meeting, ECE/CEP/AC/.13/2010.1, Geneva: UN Economic and Social Council,
  • UNEP. (2007). Global Environment Outlook (GEO 4): Environment for Development. UNEP (United Nations Environment Programme): Valletta.
  • Vaızoğlu, S., Altıntaş, H., Temel, F., Ahrabı, F., Aydoğan, D., Bostancı, S., Duran, A., Koçkesen, D., Turan, N., & Güler, Ç., (2005). Bir Tıp Fakültesi Son Sınıf Öğrencilerinin Çevre Bilincinin Değerlendirilmesi, TSK Koruyucu Hekimlik Bülteni, 4(4).
  • Van Liere, K. D., & Dunlap, R. E. (1980). The social bases of environmental concern: A review of hypotheses, explanations, and empirical evidence. Public Opinion Quarterly, 44, 181–197.
  • WCED, (1987). Our Common Future. World Commission on Environment and Development, Oxford University Press, Oxford
  • Worldbank (2015). Turkey Population, http://www.worldometers.info/world-population/turkey-population/tion, https://data.worldbank.org/’ den elde edilmiştir.
  • Worldometers (2017). Turkey Population, http://www.worldometers.info/world-population/turkey-population/’ den elde edilmiştir.

Determination of Pre-Service Science Teachers’ and Pre-Service Social Studies Teachers’ Sustainable Consumption Behaviors and Knowledge Levels

Yıl 2018, Cilt: 31 Sayı: 2, 507 - 531, 28.12.2018
https://doi.org/10.19171/uefad.505608

Öz

In the world, we face many environmental problems such as global warming, climate change, and pollution. However, the main reason of these problems is human behavior. Consequently, changing consumption behavior in daily life has big effect on future of our global. For this reason, changing consumption habits such as recycling, eating, traveling, purchasing and sustainable products are only parts of behaviors people can do for sustainable future. In addition, educating children is one of the most efficient ways in order to solve sustainable problems. The aim of this research is to determine the sustainable consumption behaviors of pre-service science teachers and pre-service social studies teachers and to measure the level of knowledge about the concept of sustainability. Results of the study showed that both pre-service science teachers, pre-service social studies teachers have positive sustainable consumption behaviors and enough sustainability knowledge level, even though pre-service science teachers are better. In addition, levels of income, class level and gender have significantly effect on behaviors and knowledge. There is positive and small relationship between sustainable consumption behaviors and sustainability knowledge level.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A statistical analysis of children’s environmental knowledge and attitudes in Turkey. International Research in Geographical and Environmental Education, 15(3), 210-223.
  • Birleşmiş Milletler Eğitim Bilim ve Kültür Kurumu [UNESCO], (2017). Sürdürülebilir kalkınma için eğitim, http://www.unesco.org.tr/?page=3:70:2:turkce adresinden elde edilmiştir.
  • Birleşmiş Milletler Kalkınma Programı, (2016). Sustainable Development Goals, http://www.undp.org/content/undp/en/home/sustainable-development-goals.html’ den elde edilmiştir.
  • Brundtland, H. G. (1985). World Commission on environment and development. Environmental Policy and Law, 14(1), 26–30. https://doi.org/10.1016/S0378- 777X(85)80040-8
  • Burmeister, M., & Eilks, I. (2012). An example of learning about plastics and their evaluation as a contribution to Education for Sustainable Development in secondary school chemistry teaching. Chemistry Education Research and Practice, 13(2), 93-102.
  • Casey, P. J., ve Scott, K. (2006). Environmental concern and behaviour in an Australian sample within an ecocentric-anthropozentric framework. American Journal of Psychology, 58(2), 57-67.
  • Çobanoğlu, O. & Türer, B. (2015). Fen Bilgisi ve Sosyal Bilgiler Öğretmenlerinin Sürdürülebilir Kalkınma Farkındalıklarının Belirlenmesi, Uluslararası Türk Eğitim Bilimleri Dergisi, 235-245.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Deniş, H., ve Genç, H., (2007). Çevre Bilimi Dersi Alan ve Almayan Sınıf Öğretmenliği Öğrencilerinin Çevreye İlişkin Tutumları ve Çevre Bilimi Dersindeki Başarılarının Karşılaştırılması, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 20-26.
  • Doğan, O., Bulut, Z. A., & Çımrın, F. K. (2015). Bireylerin Sürdürülebilir Tüketim Davranışlarının Ölçülmesine Yönelik Bir Ölçek Geliştirme Çalışması. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 29(4).
  • Dunlap, R. E., Liere, K. D. Van, Mertig, A. G., & Jones, R. E. (2000). Measuring Endorsement of the New Ecological Paradigm : A Revised NEP Scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176.
  • Eagly, A. H. (1987). Sex differences in social behavior: A social role interpretation. Hillsdale, NJ: Erlbaum.
  • Erol, G. H., ve Gezer, K. (2006). Sınıf Öğretmenliği Öğretmen Adaylarına Çevreye ve Çevre Sorunlarına Yönelik Tutumları, International Journal of Environmental and Science Education, 1(1), pp 65 – 77.
  • Ertekin, P. (2012). Sürdürülebilir kaynak kullanımına yönelik çevre eğitimi uygulamalarının ilköğretim öğrencilerinin karbon ayak izi konusunda bilinçlenmeleri üzerine etkisi, Yayınlanmamış Yüksek Lisans Tezi, Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological science, 0956797617741894.
  • Fraenkel, J. R., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education. Ney York: McGraw-Hill.
  • Gardner, G. T.,&Stern, P. C. (2002). Environmental problems and human behavior (2nd Ed.).
  • Gilligan, C. (1982). In a different voice. Harvard University Press.
  • Haigh, M. (2005). Greening the University Curriculum : Appraising an International Movement, 29(1), 31–48. https://doi.org/10.1080/03098260500030355.
  • Hawcroft, J. L. & Milfont, T. (2010). The Use (and Abuse) of the New Environmental Paradigm Scale Over the Last 30 Years: A Meta-Analysis. Journal of Environmental Psychology, 30, 143-158.
  • Hestness, E., McGinnis, J. R., & Breslyn, W. (2015). Integrating sustainability into science teacher education through a focus on climate change. In Educating Science Teachers for Sustainability(pp. 143-162). Springer, Cham.
  • Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The Journal of Environmental Education, 18(2), 1-8.
  • Intergovernmental Panel on Climate Change (IPCC). (2014). Fifth assessment report: Climate change 2007. Cambridge, United Kingdom: Cambridge University Press. Retrieved from http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml.
  • IPCC, (2007). Climate Change 2007: Synthesis Report. Contribution of Working Groups I, II and III to the Fourth Assessment Report of the Inter- governmental Panel on Climate Change. Geneva: IPCC.
  • Kaya, E., Akıllı, M., ve Sezek, F. (2009). Lise Öğrencilerinin Çevreye Karşı Tutumlarının Cinsiyet Açısından İncelenmesi, Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(18), 43-54.
  • Milli Eğitim Bakanlığı (2013). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Milli Eğitim Bakanlığı (2017). Fen Bilimleri Dersi Öğretim Programi (3,4,5,6,7. ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Milli Eğitim Bakanlığı (2017). Sosyal Bilgiler Dersi Öğretim Programi (4,5,6,7. ve 8. Sınıflar) Öğretim Programı. Ankara.
  • Ministry of Development (2012). Turkey’s sustainable development plan. Claiming the future. Ankara: Ministry of Development.
  • Moss, A., Jensen, E., & Gusset, M. (2017). Probing the Link between Biodiversity‐Related Knowledge and Self‐Reported Proconservation Behavior in a Global Survey of Zoo Visitors. Conservation Letters, 10(1), 33-40.
  • Neo, S. M., Choong, W. W., & Ahamad, R. B. (2017). Differential environmental psychological factors in determining low carbon behaviour among urban and suburban residents through responsible environmental behaviour model. Sustainable Cities and Society, 31, 225-233.
  • Nickerson, R. S. (2003). Psychology and environmental change. London: Lawrence Erlbaum. Nolan, S. A., & Heinzen, T. (2011). Statistics for the behavioral sciences. Macmillan.
  • Otto, S., & Pensini, P. (2017). Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change, 47, 88-94.
  • Pienaar, E. F., Lew, D. K., & Wallmo, K. (2013). Are environmental attitudes influenced by survey context? An investigation of the context dependency of the New Ecological Paradigm (NEP) Scale. Social science research, 42(6), 1542-1554.
  • Pienaar, E. F., Lew, D. K., & Wallmo, K. (2015). The importance of survey content: Testing for the context dependency of the new ecological paradigm scale. Social science research, 51, 338-349.
  • Sargın, S. A., Baltacı, F., Katipoğlu, M., Erdik, C., Arbatlı, M. S., Karaardıç, H., ... & Büyükcengiz, M. (2016). Öğretmen Adaylarının Çevreye Karşı Bilgi, Davranış ve Tutum Düzeylerinin Araştırılması. Education Sciences, 11(1), 1-22.
  • Şama, E., (2003). Öğretmen Adaylarının Çevre Sorunlarına Yönelik Tutumları, Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 23(2), 99-110.
  • Schultz, P. W., Gouveia, V. V., Cameron, L. D., Tankha, G., Schmuck, P., & Franěk, M. (2005). Values and their relationship to environmental concern and conservation behavior. Journal of cross-cultural psychology, 36(4), 457-475.
  • Schultz, P. (2002), “Knowledge, information, and household recycling: examining the knowledge-deficit model of behavior change”, in Stern, P. and Dietz, T. (Eds), New Tools for Environmental Protection: Education, Information, and Voluntary Measures, National Academies Press.
  • Solomon, S., Plattner, G. K., Knutti, R., & Friedlingstein, P. (2009). Irreversible climate change due to carbon dioxide emissions. Proceedings of the national academy of sciences, 106(6), 1704-1709.
  • Stapp, W. B., & Polunin, N. (1991). Global environmental education: Towards a way of thinking and acting. Environmental Conservation, 18(1), 13-18.
  • Stern, P. C. (2000). New environmental theories: toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407-424.
  • Stratton, S. K., Hagevik, R., Feldman, A., & Bloom, M. (Eds.). (2015). Educating science teachers for sustainability. Springer.
  • Summers, M., Corney, G., ve Childs, A., (2004). Student Teachers’ conception of Sustainable Development: The Starting-points of Geographers and Scientists, Educational Research, 46(2), 163-182
  • Talloires Declaration (2001). University Leaders for a Sustainable Future, ULSF.
  • Thombs, Dylan R., "Rethinking Environmentally Responsible Behavior and Curriculum Design for a Local
  • Maine High School" (2018). Standard Theses. 157. https://scarab.bates.edu/envr_studies_theses/157
  • Tippins, D., Pate, P. E., Britton, S., & Ammons, J. (2015). A fork in the road: reclaiming a conversation on sustainability for science teacher education in the Anthropocene. In Educating Science Teachers for Sustainability (pp. 69-87). Springer, Cham.
  • Thomas, I., & Nicita, J. (2016). Sustainability Education and Australian Universities Sustainability Education and Australian Universities. Environmental Education Research, 8(4), 475–492. https://doi.org/10.1080/135046202200002684.
  • 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. https://doi.org/10.1080/1350462042000338379
  • UN Economic Commission for Europe (UNECE) (2011). UNECE Annotated Agenda for the Fifth Meeting, ECE/CEP/AC/.13/2010.1, Geneva: UN Economic and Social Council,
  • UNEP. (2007). Global Environment Outlook (GEO 4): Environment for Development. UNEP (United Nations Environment Programme): Valletta.
  • Vaızoğlu, S., Altıntaş, H., Temel, F., Ahrabı, F., Aydoğan, D., Bostancı, S., Duran, A., Koçkesen, D., Turan, N., & Güler, Ç., (2005). Bir Tıp Fakültesi Son Sınıf Öğrencilerinin Çevre Bilincinin Değerlendirilmesi, TSK Koruyucu Hekimlik Bülteni, 4(4).
  • Van Liere, K. D., & Dunlap, R. E. (1980). The social bases of environmental concern: A review of hypotheses, explanations, and empirical evidence. Public Opinion Quarterly, 44, 181–197.
  • WCED, (1987). Our Common Future. World Commission on Environment and Development, Oxford University Press, Oxford
  • Worldbank (2015). Turkey Population, http://www.worldometers.info/world-population/turkey-population/tion, https://data.worldbank.org/’ den elde edilmiştir.
  • Worldometers (2017). Turkey Population, http://www.worldometers.info/world-population/turkey-population/’ den elde edilmiştir.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hüseyin Ateş

Yayımlanma Tarihi 28 Aralık 2018
Gönderilme Tarihi 19 Mart 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 31 Sayı: 2

Kaynak Göster

APA Ateş, H. (2018). Fen Bilgisi ve Sosyal Bilgiler Öğretmen Adaylarının Sürdürülebilir Tüketim Davranışlarının ve Bilgi Düzeylerinin Araştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 507-531. https://doi.org/10.19171/uefad.505608