Analysis of biology candidate teachers’ self-efficacy beliefs on environmental education

Çimen, Osman; Gökmen, Ahmet; Altunsoy, Sultan; Ekici, Gülay; Yılmaz, Mehmet

doi:10.1016/j.sbspro.2011.04.143

Cited by 13 publications

(7 citation statements)

References 3 publications

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“…These results are in line with the studies of McEwen et al (2015), Tindall et al (2003), Xiao and Hong (2010), and Hadler and Haller (2011), which suggested that both genders have equal levels of environmental concern and behavior. In contrast with our findings, other studies by Sabhlok (1995), Tikka et al (2000), Chu et al (2007), Çimen et al (2011), de Leeuw et al (2014), and Sadik and Sadik (2014) identified differences between female and male teachers, arguing that women are environmentally more aware.…”

Section: Discussioncontrasting

confidence: 99%

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

Gkargkavouzi

Paraskevopoulos

Matsiori

2018

Natural Sciences Education

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Core Ideas The present study measures Greek teachers' environmental identity, feeling of connectedness to nature, and environmental knowledge. Primary and secondary teachers are environmentally conscious, but they lack knowledge of fundamental concepts of environmental literacy. Effective environmental education in schools requires environmental literacy in teachers. Teachers are responsible to provide their students with knowledge, values, attitudes, and skills needed to preserve the environment in order to produce environmentally literate citizens. The latter is possible if teachers themselves have high levels of environmental knowledge, strong environmental awareness, and manifest environmental behavior. In response, this study aimed to assess Greek in‐service teachers' environmental knowledge, eco‐friendly behavior, and their connectedness to nature and environmental identity as aspects of their environmental consciousness. A self‐administered questionnaire was used to assess teachers' demographic profile, environmental knowledge, and self‐reported environmental behavior. Two well‐established measures of general environmental attitudes—connectedness to nature and environmental identity scales—were also used. The method lies on principal component analysis and evaluation of Cronbach's alpha to confirm the reliability and validity of the scales. The results showed that teachers' scores on both scales were high, revealing their positive attitudes in terms of the environment. Responders possess a moderate level of environmental knowledge and they possess pro‐environmental behavior. Results from this study can be useful to policy makers in order to design and promote the implementation of teachers' training programs in Greece and other countries of the European Union that focus on the enhancement of their environmental literacy.

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Section: Discussioncontrasting

confidence: 99%

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

Gkargkavouzi

Paraskevopoulos

Matsiori

2018

Natural Sciences Education

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“…But one of the necessary skills in teachers is environmental education self-efficacy belief for the effectiveness of this education. However, there are very few studies to determine the environmental education self-efficacy belief in the related literature Çimen et al, 2011). According to the results of this studies, it is seen that teacher candidates'' environmental education self-efficacy beliefs are low .…”

Section: Introductionmentioning

confidence: 79%

The Effects of Argumentation Implementation on Environmental Education Self Efficacy Beliefs and Perspectives According to Environmental Problems

Fettahlıoğlu

2018

JETS

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The purpose of this study is to investigate the effect of argumentation implementation applied in the environmental science course on science teacher candidates' environmental education self-efficacy beliefs and perspectives according to environmental problems. In this mixed method research study, convergent parallel design was utilized. Quantitative part of this study was based upon one group pretest-posttest design. Qualitative part of this study was based upon holistic case study. The sample of the study consisted of 26 3 rd year science teacher candidates in A State University Education Faculty Science Education Department in the spring term of 2013-2014 academic years. The data collection tools were environmental education self-efficacy beliefs scale developed by Ozdemir, Aydın and Vural (2009) and drawings drawn by science teacher candidates to determine their perspectives on environmental problems. The experimental study took 7 weeks (21 hours). The first week involved the acquaintance with the students and briefing them about the study. Also, in this week, an educational plan related to the argumentation implementation was prepared and applied. And this week finally, scales were administered as pretest. The study started in the second week. The study took five weeks as three hours a week. Last week scales were administered as posttest. In quantitative data analysis paired samples t-test was used. For the analysis of qualitative data, categorical analysis technique, one of the content analysis techniques, was used. At the end of the study, it was observed that the science teacher candidates' self-efficacy beliefs according to environmental education statistically differed in favor of the post-test. In addition, it was also found that, at the end of the study, science teacher candidates' perceptions of environmental problems differed according to their self-efficacy beliefs.

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“…Efikasi akademik siswa dalam bidang biologi diartikan oleh Ekici et al (2011) sebagai "...persons judgements and beliefs related to themselves about learning the field of biology succesfully". Hasil penelitian terdahulu menunjukkan bahwa minat dan keberhasilan siswa memahami biologi sangatlah rendah.…”

Section: Pendahuluanunclassified

Perbandingan tingkat efikasi siswa dalam menyelesaikan soal genetika ditinjau dari keikutsertaan bimbingan belajar

Hikmawati

Taufik

2020

J. Edubiotik

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Academic self-efficacy of students makes students confident and confident in their ability to solve genetic problems correctly. The purpose of this study is to compare the level of academic efficacy of students who take tutoring with students who do not take tutoring in solving genetic problems. The research method used, namely quantitative comparative research. The study population was students of class XII in Majalengka Regency. The sample consisted of 240 students who were divided into two groups, namely participant and non-participant tutoring. The research instrument used a questionnaire consisting of 74 items that have been declared valid and reliable statements. Data analysis using two independent sample t-test techniques. The results showed that the comparison of the level of academic efficacy of students in solving genetic problems in terms of participation in tutoring showed a significant difference (p <0.05). Participants tended to have higher levels of academic efficacy on all dimensions of academic efficacy, namely level, strength, and generality compared to non-participants. The conclusion of this study was that there were differences in levels of academic efficacy between students who took tutoring and did not.

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Analysis of biology candidate teachers’ self-efficacy beliefs on environmental education

Cited by 13 publications

References 3 publications

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

Connectedness to Nature and Environmental Identity Scales Reveal Environmental Awareness in Greek Teachers

The Effects of Argumentation Implementation on Environmental Education Self Efficacy Beliefs and Perspectives According to Environmental Problems

Perbandingan tingkat efikasi siswa dalam menyelesaikan soal genetika ditinjau dari keikutsertaan bimbingan belajar

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