Young Children’s Ecological Footprint Awareness and Environmental Attitudes in Turkey

Simsar, Ahmet

doi:10.1007/s12187-021-09810-7

Cited by 31 publications

(17 citation statements)

References 35 publications

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“…The findings of the study indicate that the EF awareness levels of the children were mostly (51.5%) at the medium level (6 <x ≤12, the highest score being 19). In his study, conducted to examine the relationship between children's EF awareness levels and their environmental attitudes by using EKAY-O, Simsar (2021), found that the EF awareness levels of children were low, and he associated these low levels of awareness with the cognitive development levels of the children. From the point of view of cognitive development, the cognitive development of children is greatly affected by their interactions with their immediate environment.…”

Section: Discussionmentioning

confidence: 99%

“…As McNichol, Davis, and O'Brien (2011) stated, due to its easy-to-understand nature, EF can be an effective mechanism to help young children in their learning about sustainability and their actions related to it, and even reach the wider communities in which they live. However, the literature on directly focusing on the awareness of the EF of young children is limited (Güngör & Cevher-Kalburan, 2018;Güngör, 2019;Simsar, 2021). Güngör and Cevher-Kalburan (2018) proposed an innovative data collection tool: 'The Ecological Footprint Awareness Scale for Children (EKAY-O)'.…”

Section: Introductionmentioning

confidence: 99%

“…Güngör (2019) revealed that the EF awareness levels of children increased with the sustainability practices carried out in preschool. Simsar (2021) applied EKAY-O to the group of 100 preschool children aged 5-6 in Turkey to examine their EF awareness and environmental attitudes. The results of the study show that the children's awareness of the EF was low and their environmental attitudes were anthropocentric.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Ecological Footprint Awareness Levels of 60-72-Month-Old Children

Güngör

Nilgün

2022

International Online Journal of Primary Education

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Like many other development areas, awareness and attitudes towards environmental issues take shape in early childhood and have an important place in forming positive attitudes and behavior towards the environment in later life. For this reason, sustainability education in early childhood plays an essential role in society's transition to sustainable lifestyles. This study examines the ecological footprint awareness levels of 60-72-month-old children attending preschool. A total of 266 children (127 girls and 139 boys) enrolled in six schools (one private school, one primary school, and four preschools) in a city in the Aegean region of Turkey. One of the novelties of the study is the use of a game-based survey model, Ecological Footprint Awareness Scale for 60-72-Month-Old Children (EKAY-O), developed by the researchers of this study. Non-parametric tests were applied in the analysis of the data using SPSS 22. Results show that children's awareness of the concept of an ecological footprint was mostly at the medium level (51.5%). Some key findings indicate that their awareness varied significantly depending on the type of school they attended. The students in private schools demonstrated higher performance. Their parents' education levels also had a significant effect on awareness. This study contributes to studies and practices aimed at raising awareness of ecological footprints in preschools, thus aiding the development of collective efforts to minimize the negative impact on the environment to help bring about a sustainable future.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Ecological Footprint Awareness Levels of 60-72-Month-Old Children

Güngör

Nilgün

2022

International Online Journal of Primary Education

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“…e) Analytical Thinking : ability to detail problems, problem identification, determine cause and effect, ilustrate the problem (Cahyanti, 2017;Firdausi & Asikin, 2018; K. Suartika, I B. Arnyana, 2013) 4. Ecological awareness assessment form consist of explore environmental issues, design the actions to solve environmental issues, attitude towards environmental issues and sensitive to the preservation of natural resources (Noorhapizah et al, 2021;Simsar, 2021;Sulastri, Haryadi, & Inayah, 2019;Suriansyah et al, 2021;Yunansah & Herlambang, 2017). Every assessment and evaluation tool were analyzed validity by four experts consist of learning step evaluation expert, lesson plan evaluation expert, high order thinking skills assessment on learning step and evaluation expert and ecological awareness assessment on learning step and evaluation expert.…”

Section: Methodsmentioning

confidence: 99%

“…Ecological awareness must be developed early, a perfect time for growing environmental concern is an elementary school age. Elementary school students as future generations must have the ability to preserve the environment, so currently learning must contain content on ward issues and students are expected to provide alternative solutions to the problems that are occurring (Gurbuz, Nesirov, & Ozkan, 2021;Maria, Irham, Hartono, & Rahayu Waluyati, 2021;Noorhapizah et al, 2021;Simsar, 2021). The literature review suggest that at present human knowledge of the need for life between man and nature is low, the most societies not understand a high awareness of the obligation to maintain balance and harmony in nature (Albracht, 2019;Gurbuz et al, 2021;Noorhapizah et al, 2021;Peterlin, Dimovski, Meško, & Roblek, 2021;Suriansyah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Learning Model of Gawi Sabumi to Improve Students’ High Order Thinking Skills and Ecological Awareness

Suriansyah¹,

Agusta²

2021

TWJ

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Learning during the COVID-19 pandemic tends to be less developed students' skills. Based on the facts, many elementary school teachers in South Kalimantan are experiencing difficulties because there are limited models and strategies to implement online learning. This reason encourages developing the innovation blended learning model. Innovation on this study is the the product of developing blended learning model with the syntax are Group, Analysis, Work Together, Inform, Solve the problem on outdoor, Actualization of solution, Battle games, Unity on role play, Manage conclusion and Invent the creation (GAWI SABUMI). The purpose of this study is to produce a new learning model and find out the effectiveness of the GAWI SABUMI learning model to improve the ecological awareness and high order thinking skills of elementary school students in Banjarmasin. This study used the type of research and development consisted of three phases to find the effectiveness of the model on the dependent variable through the quasi-experimental research. The study sample was 40 students on an elementary school in Banjarmasin. The result of quality evaluation of the blended learning model GAWI SABUMI was at a high level (X= 4.62) (SD = 0.14). Students had post-test learning skills scores higher than pre-test at .01 level of significance which means that the GAWI SABUMI model meets the criteria of being valid, reliable, and feasible to be implemented and potential to improve students' high order thinking skills and ecological awareness.

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Empathy with nature promotes pro‐environmental attitudes in preschool children

Li,

Zhao,

Huang

et al. 2024

PsyCh Journal

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This study aimed to explore whether empathy with nature (i.e., the tendency to understand and share the emotional experience of the natural world) contributes to pro‐environmental attitudes in early childhood. In a correlational investigation (Study 1), 138 (Mage = 57.78 months) preschool children completed a battery of tasks to measure their pro‐environmental attitudes, empathy with nature, and empathy with humans. We found that empathy with nature positively predicts pro‐environmental attitudes, even beyond the predictive power of empathy with humans. In a quasi‐experimental investigation (Study 2), 46 children from two parallel classes in the same preschool were recruited as the intervention (n = 23, Mage = 66.74 months) and control (n = 23, Mage = 67.61 months) groups. An intervention session that aimed to induce empathy with nature was applied to the intervention group, whereas an active control teaching session was applied to the control group. After the intervention, the intervention group demonstrated greater pro‐environmental attitudes than did the control group. Together, our studies provide converging evidence that empathy with nature promotes pro‐environmental attitudes in early childhood, further implying the value of integrating empathy with nature in early childhood environmental education.

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Young Children’s Ecological Footprint Awareness and Environmental Attitudes in Turkey

Cited by 31 publications

References 35 publications

An Investigation of the Ecological Footprint Awareness Levels of 60-72-Month-Old Children

An Investigation of the Ecological Footprint Awareness Levels of 60-72-Month-Old Children

Effectiveness of Learning Model of Gawi Sabumi to Improve Students’ High Order Thinking Skills and Ecological Awareness

Empathy with nature promotes pro‐environmental attitudes in preschool children

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