Abstract
The main aim of this study is to highlight the importance of computer assisted instruction in environmental education. Recently, the importance of environmental education in many countries has begun to increase in parallel with environmental problems. This has led to increased interest in environmental education. The fact that computers were the most important invention of the 20th century is reflected in the fact that computer assisted instruction has been put into practice in all fields of education sciences. The research was done in the Department of Primary Teacher Training, Education Faculty, Recep Tayyip Erdogan University in the 2012-2013 academic year. According to the results of the analyses, the attitudes of prospective teachers’ towards computer assisted instruction in environmental education are positive. However, the female prospective teachers attached more importance to computer assisted environmental education than the males. Key words: Computer assisted instruction, environmental education, prospective teacher, environmental citizenship.
Highlights
Human beings are involved in an intense struggle to solve environmental problems that have become highly dangerous for them recently
Most of the respondents stated that they were concerned for the future of the world because of environmental problems
More than half of prospective teachers did not respond to Item 4 “The Environment problems cannot be solved by means of education”
Summary
Human beings are involved in an intense struggle to solve environmental problems that have become highly dangerous for them recently. Environmental concerns have been on the agenda of industry and science for more than 30 years (Haytko, Matulich, 2008). The concept of environment education emerged only in the seventies which were called the decade of environmental education. During that period the world realized that environmental concerns and awareness could be spread only through a mass environmental education program. The concept of environment education emerged from the World Conference on the Environment in Rio de Janeiro organized by the United Nations in 1972 (Panth, 2010; Erol and Gezer 2006). The recommendations of the conference emphasized organization of „formal‟ and „mass‟ environmental education pro-
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