Environmental Literacy Dimensions of Pre-Service Teachers

Abstract

In this research, it is aimed to determine pre-service science teachers' environment attitude, behavior and perceptions in terms of different variables. In this research, the relational screening model method was used. The study group consists of 265 preservice science teachers from a state university in Turkey. The research was conducted during the fall semester of 2015-2016. In this research, the Environment Attitude Scale (EAS), Environment Behavior Scale (EBS), and Environment Perceptions Scale (EPS) were used. Data were analyzed by using IBM SPSS-21 statistical program. For data analysis, Independent t-test, Mann-Whitney U-test, One-Way Variance Analysis (ANOVA), Tukey significance test and also Correlation Analysis were used. There was no statistically significant difference found in pre-service teachers' environment attitude, behavior and perceptions in terms of gender and longest-lived place. However, there was a statistically significant difference found in pre-service teachers' environment attitude, behavior and perceptions in terms of the variables of having an environment lesson, education department and grade level. There was a positive middle relationship between environmental literacy components and environment attitude behavior, and a positive weak relationship between environment attitudeperceptions.

Pre-service teachers’ disposition and attitude to environmental literacy in sanitation and waste management in a Nigerian university

“…The results showed that the environmental background of pre-service teachers was positively related to their environmental literacy and attitudes as well as gender. However, another study in Turkey by Karakaya, Avgin and Yilmaz (2017) found no significant difference in pre-service teachers' environmental attitude, behavior and perceptions in terms of gender and longest-lived place. Nevertheless, the study reported a statistically significant difference in the three environmental domains in respect of student-teachers' exposure to environmental education lessons, academic field and grade level.…”

The Examination of Relationship Between the Approaches to Environmental Ethics and Environmental Behaviours of Teacher Candidates by Different Variables

“…In terms of environmental behaviours, it is understood that females are more environmentally friendly in their physical protection behaviour and individual and social persuasion behaviours. Although there are studies concluding that gender is not effective in terms of environmental behaviour (Erbasan & Erkol, 2020;Karakaya, Avgın & Yılmaz, 2018;Karakaya, Avgın & Yılmaz, 2018;Karakuş & Çimen, 2020Karakuş & Çimen, Özdemir, 2012Sungur, 2017), they indicate that females have a more friendly approach to the environment than males (Fernandez Manzanal, Rodriguez-Barreiro and Carrasquer, 2007;Güriçin, Sevinç, 2020;Karakaya and Yılmaz, 2017;Keleş and Özer, 2020;Plavsic, 2013;Sönmez, 2020;Sönmez, 2019;Zelezny, Chua and Aldrich, 2000). Ecofeminist literature suggests that females relate to the environment at a more empathetic level and there are gender differences in human relationships (Bloodhart & Swim, 2010;Stephens, Jacobson, & King, 2010).…”

“…When the studies in literature examined, it was seen that, in general, case studies were conducted with different groups only in the context of environmental ethics (Bozdemir & Faiz, 2018;Cappellaro, 2016;Çobanoğlu, Karakaya, & Türer, 2012;Erten, 2007;Karakaya, 2009;Erten & Aydoğdu, 2011;Kortenkamp & Moore, 2001;Thompson & Barton, 1994;Thompson, 1998;Özdemir, 2014;) or only in the context of environmental behaviour (Özgen (2012) and Öcal (2013) Silkü (2011) Pe'er, Goldman and Yavetz (2007Hsu (2004)). In addition, there are studies on whether environmental ethics or environmental behaviour change according to variables such as gender [ (Şama, 2003;Çabuk & Karacaoğlu, 2003;Deniş & Genç, 2007;Manzaral, Barreiro, & Carrasquer, 2007;Erten, 2008;Kahyaoğlu, Daban, & Yangın, 2008;Karakaya, 2009;Şenyurt, Temel, & Özkahraman, 2011;Wongchantra & Nuangchalerm, 2011;Çobanoğlu, Karakaya, & Türer, 2012;Kiper, Korkut, & Üstün Topal, 2017;Karakaya & Yılmaz, 2017;Akyol (2014) Genç & Genç (2013De Lavega (2004)] department [ (Şama, 2003;Çabuk & Karacaoğlu, 2003;Kahyaoğlu, Daban, & Yangın, 2008;Karakaya, 2009;Saka, Sürmeli, & Öztuna, 2009;Şenyurt, Temel, & Özkahraman, 2011;Can, 2012;Kiper, Korkut, & Üstün Topal, 2017)], and class leveandl (Çabuk & Karacaoğlu, 2003;…”

Developing military environmental literacy in the South African Army through a dedicated military environmental management course

“…Karakaya, Avgin and Yilmaz conclude that focused environmental education programmes could positively influence EB. 72 Figure 3 contrasts the self-reported behaviour of participants who had completed an environmental course with those who had not. The F-test assessed the hypothesis that behaviour was the same, regardless of attendance of environmental courses.…”