Abstract
This research was designed in the relational screening model to examine the relationship between the awareness levels of pre-service teachers towards environmental issues and their behaviors towards environmental issues. 5 multiple-choice questions to determine their descriptive features, the "Awareness Scale for Environmental Issues" developed by Guven (2011) to measure their awareness of environmental issues, and the "Behavior Scale for Environmental Issues" to measure their behaviors on this were applied by the researcher to 129 pre-service teachers studying at Gazi Osmanpasa University, Faculty of Education, Department of Primary School Teaching in the 2019-2020 academic year. Numbers, percentage, mean, standard deviation were used as descriptive statistical methods in the evaluation of the data. T-test was used for comparison of quantitative continuous data between two independent groups and a one-way Anova test was used for comparison of quantitative continuous data between more than two independent groups. Scheffé's test was used after the Anova test as a complementary post-hoc analysis to determine the differences. The Pearson correlation and regression analysis were applied between the continuous variables of the study. As a result of the research, it was determined that the awareness of the pre-service primary school teachers about environmental issues was low and their behavior towards environmental issues was moderate. A low-level significant relationship was found between pre-service primary school teachers’ awareness of environmental issues and their behaviors. As a result, it was concluded that as the awareness levels of primary school teachers towards environmental issues increased, their behaviors towards environmental issues increased positively.
Highlights
IntroductionThe purpose of this study is to develop a valid and reliable awareness scale to determine teacher candidates’ awareness levels towards environmental problems and to reveal awareness levels of science teacher candidates towards environmental problems
Environmental education is a continuous learning process which enables individuals to gain awareness of the environment, which enables values, attitudes and concepts related to the environment to be known and which enables the knowledge, skill, values and experience aimed at solving environmental problems to pass on a healthy and clean environment to the generations (Dogan, 1997; Vaughan, Gack, Solorazano&Ray 2003)
While giving environmental education to individuals effectively and ensuring that they gain environmental consciousness, it is important to know what kind of preliminary knowledge, awareness and attitudes the individuals have concerning the environment
Summary
The purpose of this study is to develop a valid and reliable awareness scale to determine teacher candidates’ awareness levels towards environmental problems and to reveal awareness levels of science teacher candidates towards environmental problems. Fakat tüm öğretim kademelerinde görev yapan eğitimcilerin muhakkak ki bir yüksek öğretim kurumunun ürünü olduğu düşünüldüğünde, eğitim seviyelerinin tamamında görev alacak olan eğiticileri yetiştiren yükseköğretim kurumlarında verilen çevre eğitimi, bireylerin çevreye yönelik farkındalık, bilgi, tutum yani bilinç kazanmalarında anahtar bir rol oynamaktadır. Her yıl üniversitelere öğretmen olmak amacı ile doğru biçimde yönlendirilebilecek büyük bir kitle kayıt olmaktadır. Çalışmanın bir diğer amacı ise ilköğretim bölümü fen bilgisi öğretmenliği anabilim dalında öğrenim gören fen bilgisi öğretmen adaylarının çevre sorunlarına yönelik farkındalık düzeylerini belirlemektedir. Araştırmanın diğer çalışma grubunu ise yine 2009-2010 eğitim-öğretim yılı bahar döneminde Gazi Eğitim Fakültesi İlköğretim Fen Bilgisi Öğretmenliği Anabilim Dalı’nda 3. sınıfta öğrenim gören toplam 93 öğretmen adayı oluşturmuştur
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