In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: “environmental consciousness”, “environmental anxiety” and “environmental awareness”. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults’ views and levels of environmental literacy. Key words: adults, environmental literacy, scale development.

ÖzBu araştırmada ilköğretim ikinci kademe öğrencilerinin çevre okuryazarlıklarını belirlemeye yönelik bir ölçek geliştirilmesi amaçlanmıştır. Araştırmanın çalışma grubunu; 2010 -2011 bahar yarıyılında 6 farklı ilköğretim okulunun ikinci kademesinde öğrenim gören toplam 377 öğrenci oluşturmaktadır. İlk olarak araştırmacılar tarafından 45 soruluk bir madde havuzu oluşturulmuştur. Uzman görüşleri alınarak gerekli düzeltmeler yapıldıktan sonra 39 maddeden oluşan bir deneme formu elde edilmiştir. Bu formun uygulanmasının ardından yapılan açımlayıcı faktör analizi sonuçlarına göre iki boyuttan (davranış ve tutum) oluşan 20 maddelik 5'li Likert tipi ölçek elde edilmiştir. Hazırlanan ölçeğin güvenirlilik çalışma-sı sonucunda tüm ölçek için Cronbach Alpha katsayısı. 84 olarak bulunmuştur.Anahtar Kelimeler: Çevre okuryazarlığı, Ölçek geliştirme, İlköğretim öğrencileri. Environmental Literacy Scale For Secondary School Students: The Scale Development And Reliability AbstractThe purpose of the research is to develop a scale to determine secondary school students' environmental literacy levels. The sample of the research was consisted of 377 students of six public secondary schools. The study was done in 2010-2011 spring semester. The researchers first of all created an item pool that consists of 45 items. A draft form with 39 items was created after the necessary corrections had been made based on the expert opinions. The results of the Explanatory Factor Analysis on a 20 item five-point Likert type scale showed that the instrument consists of two dimensions those attitude and behaviour. Moreover reliability analysis of the instrument revealed Cronbach-Alpha coefficient of .84 for the whole scale.

No abstract

The problem of the connection between theoretical knowledge and practical knowledge leads to the inadequate training of physicians that results in inaccurate prescriptions. Case-based learning (CBL) is a universal paradigm often used within the medical curriculum, and it encourages self-assessment while enabling the learner to generate analytical and diagnostic solutions to a real scenario. However, its applications are limited and more research is needed to test its compatibility with students with different learning styles.Methods: CBL-based pharmacology courses have been integrated into the 3rd year curriculum of Bahcesehir University Faculty of Medicine. A 15-question questionnaire was filled out by 67 students who were informed in advance to evaluate the CBL-based lessons. In addition, 37 of the participants were asked to complete an approved VARK questionnaire. In this way, traditional education systems were evaluated in terms of learning styles with CBL. Results:According to the majority of the students participating in the study, CBL is a very useful learning method compared to traditional learning methods by making it easier to direct real life cases. In addition, no significant difference was found between the answers of students with various preferences, such as multi-modal or single-modal learning styles, in terms of the evaluation of CBL. Conclusion:The students' survey results showed that the CBL-based curriculum was a useful motivating method. This study shows that CBL is a teaching system that can be adapted to each type of student regardless of the learning style and it is a learning method that can be applied in other fields besides Clinical Pharmacology.

No abstract