Components of Environmental Literacy in Elementary Science Education Curriculum in Bulgaria and Turkey

Erdoğan, Mehmet; Kostova, Zdravka; Marcinkowski, Tom

doi:10.12973/ejmste/75253

Cited by 77 publications

(58 citation statements)

References 19 publications

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“…Environmental protection is one of the most important current issues and will only become more important as environmental problems such as the greenhouse effect, forest clear-cutting, and/or human population continues to increase (Erdogan, Kostova, & Marcinkowski, 2009). Environmental knowledge is an essential precursor of attitude formation (Kaiser, Wolfing, & Fuhrer, 1999).…”

Section: Introductionmentioning

confidence: 99%

Ability of Slovakian Pupils to Identify Birds

Prokop

Rodák

2009

EURASIA J MATH SCI T

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A pupil's ability to identify common organisms is necessary for acquiring further knowledge of biology. We investigated how pupils were able to identify 25 bird species following their song, growth habits, or both features presented simultaneously. Just about 19 % of birds were successfully identified by song, about 39 % by growth habit, and 45 % of birds were identified when pupils were allowed to hear their song and to see their growth habit simultaneously. Statistically significant correlation was found between visual and acoustical identification success which suggests that these two stimuli have an additive effect. This study provides direct support for the use of visual and acoustic features of animals when learning about birds in biology lessons.

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Section: Introductionmentioning

confidence: 99%

Ability of Slovakian Pupils to Identify Birds

Prokop

Rodák

2009

EURASIA J MATH SCI T

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“…The scope was classified into three categories that are Ecological Foundations and Humans as an Ecological Factor; Environmental Science and environmental Health; and Issue Investigation and Citizenship Action Training. While Erdogan et al (2009) divide environmental knowledge under three themes namely I knowledge of natural history and ecology; II knowledge of environmental issues and problems; and III socio -political -economic knowledge.…”

mentioning

confidence: 99%

Environmental Issues in the Didactic Materials in Schools in Republic of Serbia

Maravić¹,

Ivković²,

Segedinac³

et al. 2014

IEJEE-Green

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Providing environmental knowledge was one of the objective components in implementing Environmental Education other than enhancing awareness, attitude, skills and behaviour towards environmental among students. According to Tanaka (2000), environmental knowledge can be defined as individual understanding on how environment functioning; how human interact with the environment; how environmental problems arise; and in what

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“…Serbia includes environmental education in its general statement of educational objectives at primary school level, similar to other countries in the region, as well as in the EU: Austria, Belgium, Bulgaria, Denmark, Finland, Germany, Greece, Ireland, Luxembourg, Macedonia 1 , Spain, Sweden, Turkey, the United Kingdom (Erdogan et al, 2009;Srbinovski, Erdogan, & Ismaili, 2010;Stokes, Edge, & West, 2001). Among the main goals of primary education, the following bear immediate relevance for the environment and human health: developing and practicing healthy lifestyles, awareness about the importance of one's own health and safety, the need to Downloaded by [Northeastern University] at 10:24 21 November 2014 develop and foster physical abilities (human health); raising awareness about the importance of sustainable development, the protection and preservation of nature and the environment, ecology-related ethics and the importance of animal protection (sustainable development and preservation of the environment); developing the feeling of solidarity (solidarity); and developing the capability to live in society based on the care for others (care for others) (Ministry of Education, Science and Technological Development, Republic of Serbia, 2009).…”

Section: Environmental and Health Education In The Primary School Curmentioning

confidence: 99%

“…In Austria, Germany, Denmark, and Finland curricula present environmental education via a thematic interdisciplinary approach. In sum, in all cases where environmental education is taught as a separate subject it is also taught in some other way, primarily embedded in other subjects (Erdogan et al, 2009;Sokoli & Doka, 2004;Srbinovski, 2004;Stokes et al, 2001).…”

Section: Environmental and Health Education In The Primary School Curmentioning

confidence: 99%