Assessment of Environmental Awareness among Higher Primary School Teachers

Larijani, Maryam Madani

doi:10.1080/09709274.2010.11906302

Cited by 43 publications

(27 citation statements)

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“…Birçok araştırmada ise çevreye dair duyuşsal özellikler açısından kadınlar lehine (Aksoy ve Karatekin, 2011;Gürbüz, Çakmak ve Derman, 2013;Kahyaoğlu ve Özgen, 2012;Kaya vd. , 2010;Larijani, 2010) anlamlı farklılıklar belirlenmiştir. Sadık ve Sarı (2010) ise Çevresel Davranış açısından kadınlar, Çevresel Düşünce açısından erkekler lehine istatistiksel olarak anlamlı farklar belirlemiştir.…”

Section: Tartişma Ve Sonuçunclassified

Öğretmen Adaylarının Çevre Bilinci ve Çevresel Duyarlılıklarının Çeşitli Değişkenler Açısından İncelenmesi

Akçay¹,

Pekel²

2017

İlköğretim Online

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ABSTRACT. This research examined the environmental awareness and environmental sensitivities of prospective teachers in terms of some variables. These are secondary education Biology, Physics, Chemistry, Sociology, Geography, History, and primary Science teachers. Obtaining the research data, the instrument developed by Yeşilyurt, Gül & Demir (2013) in order to assess prospective biology teachers' environmental awareness and sensitivity, was used in our study. Research was conducted using data gathered from 242 prospective teachers. Results of the study show that there was not statistically significant difference between the branches and genders according to environmental awareness and sensitivities of the prospective teachers'. Whereas, from the viewpoint of sub-dimension named environmental sensitivity, statistically significant difference was found between the branches. According to related literature, further educational implications and suggestions recommended.

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Section: Tartişma Ve Sonuçunclassified

Öğretmen Adaylarının Çevre Bilinci ve Çevresel Duyarlılıklarının Çeşitli Değişkenler Açısından İncelenmesi

Akçay¹,

Pekel²

2017

İlköğretim Online

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“…The idea is to check whether sustainable attitudes towards waste vary according to this variable. The results obtained reveal that, generally, the attitudes shown by the participating sample do not change according to the subject's gender, although it is true that statistically significant differences have been found in some of the survey's questions in favor of women in most cases, thus coinciding with the contributions of other research [45,72,73]. Table 12 shows those questions in which statistically significant differences between genders were found, in favor of women in I19, I20 and I21 (items in which a negative attitude was expected from the subjects) and in favor of men in I26 (item in which a positive attitude was expected from the respondents).…”

Section: Environmental Awareness Results According To the Gender Varimentioning

confidence: 72%

“…The results obtained in other studies [44] show that thinking and behaving pro-environmentally not only benefits the environment, but also leads to greater emotional well-being. On the other hand, some research [45] has revealed that it is mainly female teachers who show significantly higher levels of environmental awareness compared to their male counterparts. Other studies [46,47] indicate that in order to assess an attitude, it is necessary to consider inherent factors such as knowledge, disposition and behavior.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development

et al. 2020

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The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an influential element in the teaching and learning processes. The main objective of the study was to diagnose and evaluate emotional, teaching self-efficacy and environmental awareness variables of teachers in primary and secondary education training within the framework of waste. The sample was made up of 160 teachers in training. As a measurement instrument, a questionnaire was designed, developed and validated consisting of three different parts to measure the variables under investigation. The descriptive and inferential statistical analysis of the data shows attitudinal, emotional and self-efficacy differences according to the categories examined, revealing the need to promote an improvement in the attitude towards certain environmental actions in future teachers. The results suggest that education has a relevant role in sustainability, and its importance and inclusion in the curricula of the different educational stages should be recognized.

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“…A meaningful difference has been determined between average points of gender, and environmental attitude on behalf of female students at their study Ek, Kılıç, Öğdüm, Düzgün and Şeker (2007) realized with university students. There exists a great number of studies resulted on the side of females according to emotional features about environment in addition to the researches mentioned above in the literature (Larijani, 2010;Aksoy and Karatekin, 2011;Gürbüz, Çakmak, & Derman, 2013). On the other hand, Altın (2001) found out that there exists no difference at the attitudes of biology teacher candidates about environment and environmental problems according to gender.…”

Section: Discussionmentioning

confidence: 99%

Environmental Awareness of Teacher Candidates

Ergin

2019

WJE

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The aim of this research was to determine the environmental awareness of teacher candidates. According to this aimthe research was carried out with a total of 532 students randomly selected from all departments of Trakya UniversityFaculty of Education and Pedagogical Formation program students during the fall semester of 2016-2017.“Environmental Awareness Scale" prepared by the researcher was used as data collection tool. The scale consists of71 items with a rating of 4. For each sub-scale, the internal consistency was determined by calculating the item-totalcorrelation coefficient and item-remainder correlation coefficient. In the same way, t-test between the upper quartileand the lower quartile was applied to detect the discrimination power of the items. For the scale and sub-scales, thereliability was determined by calculating the Cronbach and Rulon coefficients. It was determined that the scaleconsisting of 3 factors was valid, reliable and usable after statistical procedures. High scores in all items and factorsindicate positive environmental awareness.A questionnaire consisting of 19 questions prepared by the researcher was used to collect data about the independentvariables of the research. The questionnaire contains questions about nature love as well as demographiccharacteristics such as gender and age. The statistical analysis of data featured t test, variance analysis and LSDmethods for Post hoc analysis to determine the source of variation. In this research, generally it was found that theenvironmental awareness of the candidate teachers was very high.

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Assessment of Environmental Awareness among Higher Primary School Teachers

Cited by 43 publications

References 0 publications

Öğretmen Adaylarının Çevre Bilinci ve Çevresel Duyarlılıklarının Çeşitli Değişkenler Açısından İncelenmesi

Öğretmen Adaylarının Çevre Bilinci ve Çevresel Duyarlılıklarının Çeşitli Değişkenler Açısından İncelenmesi

Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development

Environmental Awareness of Teacher Candidates

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