Abstract
The study group was composed of 114 students from the Education Faculty of Uludag University in the spring semester of 2014 to 2015 academic year. 90 of them were female and 24 were male; 52 were enrolled in the classroom teaching and 62 in the social studies department. The 27-item “Environmental Attitude Scale” developed was used in the study. To analyze the data, the statistical package for the social sciences (SPSS) program was used. The Kolmogorov-Smirnov test was used to check if the data distributed normally. It was observed that while the results of the Environmental Behavior Scale distributed normally, those of the Environmental Thought Scale did not. The Environmental Behavior Scale was composed of 13 items; the Environmental Thought Scale consisted of 14 items. Items were scored from 1 to 5. In terms of environmental behaviors, no statistically significant differences were found according to gender and branch. Again, no statistically significant difference was found in terms of environmental thought according to gender, but a significant difference was observed according to branch. When the students' attitudes were compared, it was observed that they exhibited a high level of attitude towards environmental thought but a middle level attitude towards environmental behavior. Key words: Environment, environmental education, environmental attitude, environmental thought, student teacher.
Highlights
The concept of environment denotes humans' mutual relationships with other humans, affecting one another in the process of relationships, their mutual relationships and interactions with all living things other than themselves, that's to say, with species of plants and animals
The Environmental Behavior scale was composed of items and the Environmental Thought scale was composed of items
The highest score to be taken from the Environmental Behavior scale was 65 and the lowest score was 13
Summary
The concept of environment denotes humans' mutual relationships with other humans, affecting one another in the process of relationships, their mutual relationships and interactions with all living things other than themselves, that's to say, with species of plants and animals. It refers to humans’ mutual relationships with all non-living things in the environment remaining outside the world of living things but in which living things continue to live, that is to say, air, water, soil, underground treasures and their mutual relationships with the climate and their interactions within the framework of these relationships (Keleş et al, 2009). Contrary to other living things, humans take their environments under control with technologies they develop (Çepel, 2008). In order to meet their gradually increasing requirements, they continue to affect.
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