Üniversite Öğrencilerinin Çevre Duyarlılıkları Üzerine Bir Araştırma: Namık Kemal Üniversitesi Örneği

Abstract

In this study, university students' opinions and expectations of environmental issues are evaluated in accordance with the foresight of that especially individuals with environmental awareness be effective on protection and conservation of the environment where they live in. For this purpose; environmental sensitivity of students from various faculties of Namik Kemal University were investigated. The method of the study was formed based on survey, observation and literature. The number of participants which were suggested as 74 people for 95% confidence interval, was determined to be 100 people in terms of healthier results. The evaluation of survey findings has been done by using descriptive statistic techniques including percentage distribution, chi-square and correlation analysis tests. Data analyses were done by using Microsoft Excel and SPSS programs in computer environment. The survey data was evaluated under three main headings; socio-demographic findings, findings related to environmental interest levels and findings related to environmental attitude levels. Moreover, chi-square analysis was done statistically to figure out whether there is a relation between the environmental sensitivity and gender and education units. As a result of the study, it is found out that participants have environmental sensitivity depends on faculty and gender of participants. Consequently; the environmental education has a very the important role on environmental issues. In this respect, the educational institutions that educate individuals with a high environmental sensitivity take on an important role.

Determination of Teacher Candidates’ Awareness of Environmental Ethics

“…For example, some studies analyzed the attitudes of students and teacher candidates and environmental biocentrism, ecocentrism, anthropocentricism, and techno-centric approaches while performing research domestically and abroad (Erten, 2007;Erten, 2008;Saka, Sürmeli, & Öztuna, 2009;Karakaya, 2009;Erten & Aydoğdu, 2011;Çobanoğlu, Karakaya, & Türer, 2012;Karakaya & Çobanoğlu, 2012;Sürmeli & Saka, 2013;Cappellaro, 2016;Thompson & Barton, 1994;Thompson, 1998;Schultz & Zelezny, 1999;Kortenkamp & Moore, 2001;Casey & Scott, 2006;Özdemir, 2014;Kasalak, Yurcu, & Akıncı, 2018;Bozdemir & Faiz, 2018). In addition to those studies, students' awareness and perceptions about environmental ethics (Özdemir, 2012;Bülbül, 2013;Özer, 2015;Gerçek, 2016;Sungur, 2017;Dikicigil, 2018) and their environmental sensitivities (Kiper, Korkut, & Topal, 2017) have also been explored in some works. Other works in the literature have addressed students' values in relation to the nature of their orientation, the nature of their choices of study (Dervişoğlu & Kılıç, 2013), patterns of moral reasoning on environmental issues among socio-scientific program students (Uzel, 2014), the necessity of bioethics education (Bakar, 2010), attitudes towards environmental ethics and sustainable environment (Tunç & Yenice, 2017), and knowledge of environmental ethics (Wongchantra & Nuangchalerm, 2011).…”