The Didactic of Sustainable Development Terms in Science Education

Şeker, Fatih; Aydınlı, Bahattin

doi:10.26417/ejser.v6i2.p123-132

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…Historical analysis of SD development shows that sustainable development is a dynamic process. In the current conditions shows that sustainable development de nitions are evolving and not comprehensive enough, and not compatible with human nature (Boda, & Faran, 2018;Gedik, 2020;Manteaw, 2012;Seker & Aydınlı, 2016). Thus, it has many dimensions, called socio-scienti c issues, such as global warming, energy resources, water pollution, and poverty.…”

Section: Sustainability: Inferiors Frontiers and Paradigmatic Changementioning

confidence: 99%

A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey

Şeker¹,

Aydınlı

2021

Preprint

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Sustainable development (SD) and science education have become interwoven categorical issues under the name of science education for sustainable development (SESD). Education can play a crucial role in merging the dimensions of SD as ecology, economy, and energy, along with society in a united holistic goal. Furthermore, it can provide the necessary motivation and self-fulfillment for individuals and communities. Extracurricular activities should also be implemented along with formal ones in courses that are related to socio-scientific issues like SD. In line with this perspective, this study mainly aims to find new means of developing an extracurricular module program based on the principles of SD, in order to address the defects, deficiencies, and needs in science education around the world. For the sake of these, the module program was constructed kneading concepts of energy transformations, biodiversity, and narrating socio-scientific problems that would foster positive student decision-making on SD issues. The study also aims to examine whether the SESD module program would have a significant effect on the academic success and opinions regarding SD of primary school students in science lessons. The study sample comprised 92 Turkish fifth-grade students. A mixed method was handled by allowing qualitative and quantitative research methods in the same context. Qualitative and quantitative data analysis revealed that the SESD module program significantly affected fifth-grade students in terms of their knowledge and opinions to increase their willingness to take action and responsibility.

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Section: Sustainability: Inferiors Frontiers and Paradigmatic Changementioning

confidence: 99%

A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey

Şeker¹,

Aydınlı

2021

Preprint

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“…Sustainable development can be defined as meeting the needs and efficient use of natural resources by increasing the awareness and awareness levels of current and future generations on these issues. A more comprehensive definition was made by Şeker and Aydınlı, (2016) [16]. According to definition: Sustainable development is the increasing production of new resources by using the available ones in an efficient and productive way so as to ensure that a system or an entity proceeds without being interrupted; the maintenance of natural balance while realizing this function; and a term which directs the system that supports the improvement and reinforcement of generational and intergenerational life standards, social solidarity and the increase of equality of opportunity.…”

Section: Sustainabilitymentioning

confidence: 99%

Renewable energy politics from the perspectives sustainability: Economy, ecology and energy

Şeker

Avan

Aydınlı

2020

International Journal of Energy Applications and Technologies

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Many new concepts have been constructed by associating many familiar concepts such as tourism, energy, agriculture and development to the term of sustainability. Some of them are; sustainable development, sustainable agriculture and sustainable tourism etc. Undoubtedly, sustainability is mentioned in many areas such as media, politics, economics and academia. This concept is tried to be gained through the information and practices provided about sustainability to the individuals who make up the society. It is known that sustainability in science education is not evaluated with a holistic approach from the perspective of economy, ecology and energy. If it is assumed that individuals have not theoretical background and culture about sustainability, there can be thought that they will have problem for sustainable lifestyle. Therefore, it can be said that theoretical and practical studies which will help individuals are important in order to a more livable World. The purpose of this study is to construct broad a conceptual framework upon renewable energy policies from the sustainability perspective by linking the terms of economy, ecology and energy known in the literature as 3E. In the method of this research, firstly sustainability is examined from a holistic approach and was developed a model. Then starting from sustainability, socio-scientific issues, production, wastes, ecology, sociology, feminism, cultures, developmental differences, energy production, energy storage and transportation, the renewable ones, photosynthesis, biomass and pyrolysis are connected and interrelated in holistic manner by considering chemistry and politics. In the result of the research, it is arisen that conservative and elder women who is the ability to be happy while consuming less which must be followed and obeyed. By this way, new insights can be obtained and deduced for better inhabitable world peacefully.

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“…These concepts are central to global initiatives to address issues to eliminate poverty, alleviate inequalities, balance the population, enhance health facilities and promote beneficiaries, eliminate gender inequality, enable the cultivation of the concepts of peace and tolerance, and create environmental and consumption awareness (Agbedahin, 2019). Education may benefit from sustainable development which in turn yields the proliferation of the philosophy of sustainable development that can ensure and facilitate accessibility, equality, democracy, and quality of education (Alkış, 2013; Bulut & Çakmak, 2018; Gatti et al, 2019; Gökmen et al, 2017; Kioupi & Voulvoulis, 2019; Mohanty, 2018; Şeker & Aydınlı, 2021; Teksöz, 2016; Yapıcı, 2003; Zhang et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a sustainable education scale

Çam‐Tosun,

Söğüt

2024

Sustainable Development

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This study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model‐driven study systematically develops and validates the SES. Drawing on an in‐depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub‐dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.

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The Didactic of Sustainable Development Terms in Science Education

Cited by 6 publications

References 10 publications

A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey

A trial patch to the extracurricular perspective of sustainable development program in elementary schools of Turkey

Renewable energy politics from the perspectives sustainability: Economy, ecology and energy

Development and validation of a sustainable education scale

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