Aktif Öğrenmeye Dayalı Etkinliklerin Okul Öncesi Öğretmen Adaylarının Çevre Etiği Farkındalığı, Çevre Davranışı ve Çevre Eğitimine İlişkin Özyeterliklerine Etkisi

Abstract

The aim of this research is to determine whether active learning-based instruction effects preschool teacher candidates’ awareness of environmental ethics, environmental behaviors and environmental education self-efficacy. The study was carried out with 29 preschool teacher candidates within the scope of “Environmental Education and Sustainability” course in the Fall semester of 2017-2018 academic year. Data were obtained through Environmental Ethics Awareness Scale, Environmental Behavior Scale, and Environmental Education Self-Efficacy Scale. The research was based on triangulation design which is mixed method and quantitative part of it the research data obtained on weak experimental design study. The data were analyzed in the SPSS 22 program. In the scope of the study, teacher candidates were asked to analyze the films related to environment, to examine the articles concerning the environment, and make presentations with the activities that they developed regarding the environment. The findings of the study revealed that activities based on active learning did not make a significant difference in teacher candidates’ awareness of environmental ethics and environmental behaviors, but it had positive effects on their self-efficacy in environmental education.