İlkokul Öğrencilerinin Çevre Sorunları Ve Çevre Eğitimine Yönelik Algıları

Abstract

The aim of the study was to determine the perceptions of primary school students about environmental problems and environmental education. The working group is composed of 50 students who are enrolled in a public school in Yeniçağa. A structured interview form was used as a data collection tool. According to research findings, students expressed the concept of environment as life friendly, home, oxygen, life, living space, tree, world and nature. The students expressed the garbage wastes, the destruction of the trees, the soil pollution, the discharge of the garbage to the waters, the throwing of the waste pills, the air and the noise pollution, and the forest fires as the environmental problem. They have stated that the municipalities may be the Provincial Directorates of the Environment, schools and school managers, teachers, Forestry Directorates, Forestry, Public Education Centers, people or institutions involved in the environmental education of TEMA. Students stated that they can prevent and solve environmental problems by planting saplings, throwing garbage into trash cans, using recycling cans, putting out fire after picnic, putting filters on factory chests, not throwing garbage into lakes and rivers, educating people about the environment, putting garbage cans on streets and collecting waste batteries. Students have stated that they have a battery collection project in their schools, that environmental education is done in cooperation with TEMA, tree planting work is done and they want these studies to continue. They also stated that recycling boxes were placed and paper and lids were collected. In the schools students wanted people to take environmental education, to make theaters related to environmental education, to make music publications about the environment, to organize nature notebooks, to organize contests about environmental cleanliness and to create environmental magazines. As the research findings suggest, primary school students are highly sensitive the environment and environmental problems. In this context, it is understood that environmental education is important in primary schools.

Perceptions of Primary School 4th Grade Students About Environmental Problems and Environmental Education

“…According to the research, it has been revealed that the students see the environment as nature, tree, life, greenery and the world. According to the research carried out by Ertürk (2017), students support the result of this study by expressing the environment as friend, home, oxygen, life, living area, tree, world and nature.…”

“…It has been concluded that some tasks fall on people such as saving water, keeping the environment clean, protecting nature, planting trees, collecting garbage after picnic, separating the recyclable materials, saving electricity, using electric vehicles instead of gasoline vehicles to solve environmental problems. Ertürk (2017) It is seen that students support the result of this study by expressing garbage waste, cutting down trees, soil pollution, throwing garbage to water, throwing waste batteries into the environment, air and sound pollution, forest fires as environmental problems.…”

The Determination on the Elementary School Students’ Awareness Related to the Environment

“…Nitekim, çevre gezileri, doğa yürüyüşleri, kamplar gibi etkinliklerin bireylerin çevreye karşı duyarlıklarını arttırdığı, davranış ve sosyal ilişkilerini de etkilediği belirtilmektedir (Palmberg & Kuru, 2000;Oweini & Houri, 2006). Okullarında çevre projelerinin, çevre eğitimiyle ilgili tiyatroların, çevre ile ilgili müzik yayınlarının yapılması, doğa defterlerinin oluşturulması, çevre temizliği ile ilgili yarışmaların düzenlemesi, çevre dergisinin oluşturulması gibi faaliyetlerin ilkokul öğrencilerinin çevresel algılarına katkı sağladığı görülmektedir (Ertürk, 2017).…”

Fen Bilgisi Öğretmen Adaylarının Sıfır Atık Yaklaşımına Yönelik Farkındalıkları

“…İlkokul 4. sınıf öğrencilerinin çevre sorunları ve çevre eğitimine yönelik algıları incelendiğinde öğrencilerin Dünya'da ve Türkiye'de en fazla yaşanan çevre sorununun çöp atıkları olduğunu ve bu sorunun geri dönüşüm uygulamaları ile çözülebileceğini ifade ettikleri görülmüştür (Ertürk, 2017). Benzer şekilde ilköğretim 8. sınıf öğrencileri için çevre sorunları genel olarak çöp odaklı olmasına karşın sadece bir öğrencinin geri dönüşümün olduğu bir çevrede yaşamak istediğini ifade etmesi dikkat çekicidir (Yardımcı ve Bağcı-Kılıç, 2010).…”