Öğretmen Adaylarinin Çevre Ve Çevre Eği̇ti̇mi̇ İle İlgi̇li̇ Görüşleri̇ Ordu Üni̇versi̇tesi̇ Örneği̇

Abstract

Öğretmen Adaylarının Çevre ve Çevre Eğitimi İle İlgili Görüşleri (Ordu Üniversitesi Örneği) under the title of academic and social sensitivity, and gender and education variables were analyzed according to the department. According to the findings obtained from the study participants results which are achieved by the light the findings; the teacher candidates see the excessive use of natural resources as the most important environmental problem in Turkey and the world, and they said they see environmental organizations as the most effective environmental groups in solving these problems. It was seen that most valuable contributions provided through the TV and radios in order to raise awareness in the community thought. It was also concluded that there is no significant difference between the opinions of the participants in terms of and "education field" dimension but there is a significant difference in terms of "gender" dimension related to social and academic sensitivity.

Ekolojik Okuryazarlık, Çevre Eğitimi ve Sürdürülebilir Gelişme Odaklı Eğitim Anlayışı Bağlamında Çevre Temasının Hayat Bilgisi Dersi Programındaki Yerinin İncelenmesi

“…However, according to Altın and Oruç (2010), it is stated that the environmental skills included in the program are not few at all. However, since the life studies course curriculum was changed in 2009, 2015, Altın and Oruç (2010 concluded that the environmental outcomes took up a lot of space in these years. However, according to the findings of this study, it can be said that environmental skills occupy less space in the program with the program that changed in 2018.…”

Research in Global Learning: Methodologies for global citizenship and sustainable development education

“…Researchers indicate that the awareness of science teachers in particular is quite high regarding ESD. In addition, both teachers and student teachers have positive attitudes towards sustainable development (Demirbaş 2015;Kaya 2013;Kılınç and Aydın 2013;Özgürler and Cansaran 2007;Öztürk 2018;Öztürk and Öztürk 2015;Sağdıç and Şahin 2015;Soysal and Ok 2021;Teksöz et al 2010;Tuncer et al 2006). However, although they are aware of ESD and have positive attitudes towards it, the studies about teacher competencies demonstrate that they do not feel competent enough to teach about ESD (Sagdıç and Şahin 2016;Soysal 2016;Soysal and Ok 2021).…”

Kırsal ve kentsel kesimlerdeki okul öncesi çocuklarının çevre kirliliği hakkındaki görüşleri

“…Devletlerin, milletlerin, kültürlerin varlığını sürdürebilmesi, doğal çevrenin ve sağlıklı ekosistemin var olmasına bağlı olmakta ve bu nedenle bireylerin bilgi ve sorumluluklarını, yaşamında kalıcı davranış haline getirmesinin sağlanması gerekmektedir. Bu nedenle okul öncesi çağdan başlayarak toplumun her kesimine etkili bir çevre eğitiminin verilmesi önem kazanmaktadır (Atasoy, 2006;Louv, 2005;Öztürk & Öztürk, 2015).…”

“…Governments', nations' and cultures' sustaining their existence depends on the existence of the natural environment and the healthy ecosystem and therefore it is necessary to make the knowledge and the responsibilities of the individuals permanent behaviours in their lives. Hence starting from the preschool period it is important to give an effective environmental education to the people from all strata (Atasoy, 2006;Louv, 2012;Öcal, 2013;Öztürk, Öztürk, 2015).…”