Environmental Perception Scale Research Articles

Educational environment perception and cognitive load among physical therapy students during e-learning

Background: Understanding students' perception of the educational environment and their cognitive load in this context is crucial for optimizing the effectiveness of e-learning platforms. Objective: To compare educational environment perception and cognitive load in under-graduates Doctor of Physical Therapy (DPT) and post-graduate Master in Science of Physical Therapy (MSPT) students having online learning experiences. Methodology: In this comparative cross-sectional study, data was collected through non-probability convenient sampling from n=274 under-graduates DPT (n=225) and post-graduates MSPT(n=49) students of either gender having one-semester experience of online learning, Dundee Ready Education Environment Measure (DREEM) for measuring educational environmental perception and Rating Scale of Mental Effort (RSME) for measurement of cognitive load. Online self-structured was developed questionnaire and shared through communication media platform and data analysis was made through SPSS version 28. Results: There were n=225 under-graduates (DPT) and n=49 post-graduates (MSPT) students in which, there were n=208 females and n=66 males. The overall DREEM score showed that MSPT students are more significantly positive (p<0.001, Cohen’s d=1.01) than DPT students regarding the perception of the educational environment with a large effect size. While there was no significant difference (p=0.114) between MSP and DPT students regarding cognitive load. Conclusion: Post-graduates (MSPT) students have better educational environmental perception than undergraduate (DPT) students but there was no significant difference in cognitive load in undergraduate (DPT) and post-graduates (MSPT) students. Keywords: cognition; cognitive load; mental effort; e-learning; physiotherapist.

Evaluation of Nature Awareness in Secondary School Students by Nature Education Projects with A Case Study in Bursa, Türkiye

The importance of education given in primary and secondary education period is very important in raising new generations who respect nature and protect nature. In this study, the results of nature education in understanding biological and cultural diversity were evaluated with the example of a Nature Education Project, which was carried out in 2022 and supported by The Scientific and Technological Research Council of Türkiye (TÜBİTAK) via 4004 Science Schools and Nature Education program for the students of the Regional Boarding School selected as the target group in the Protected Natural Areas of Bursa. The project aims to enable the students who will be the elders of the future living in Bursa and the teachers who will train the students to get to know the biodiversity and natural resources of Bursa by obtaining the information from the first source, by making observations and using the technology, to gain awareness of protection in order to ensure the sustainability of these resources, environmental pollution. It was carried out in order to enable students to establish strong bonds with nature by gaining awareness about nature. Within the scope of the project, the environmental perception scale and environmental attitude scale were applied to the participants as a pre-posttest in the project, and in addition to these tests, the natural science diaries kept during the project and the pictures they made about the activities were evaluated. The nonparametric Wilcoxon Signed Ranks Test was used to determine whether there was a significant difference between the pre-test and post-test mean scores. At the end of the project, the target audience to establish a strong bond with nature, to recognize the factors that make up ecosystems, to gain awareness of protecting natural assets, to raise awareness about the limited nature of natural resources and to increase their awareness of environmental pollution and its effects, to transfer it to the society through social interaction after the project, to raise awareness, It has been observed that in the future, Bursa has gained awareness in the form of taking social responsibility in a way that will protect its values and developing by making use of ecotourism. Keywords: Nature Education; Regional Boarding School students; Biodiversity conservation; Protected areas; Türkiye DOI: 10.7176/JEP/14-10-01 Publication date: April 30 th 2023

Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant İzzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show “radiation,” “factory waste,” and “hazardous (chemical) waste,” as environmental problems that PSTs consider the riskiest. The least risky environmental problems were “overgrazing of animals in meadows and pastures,” “commercial fishing,” and “open mining.” According to the qualitative interview results, “air pollution” and “factory waste” were seen as the riskiest environmental problems, while “environmental waste” was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs’ parents.

Üniversite Öğrencilerinin Çevresel Risk Algısı ve Çevresel Tutumlarının İncelenmesi

Aim: It was conducted to investigate the level of knowledge and environmental attitudes of students at Istanbul Medipol University Faculty of Health Sciences against the problems caused by environmental pollution and the risks that cause environmental pollution. Materials and Methods: At Istanbul Medipol University Faculty of Health Sciences, 1586 students who participated in the survey; “Environmental Attitude Scale”, “Environmental Risk Perception Scale” and "Student Individual Characteristics Information Form" questionnaires were applied. The analyzes of the data obtained from the questionnaires were carried out using statistical informatics programs. Results: In the study group, it was determined that the Environmental Risk Perception Scale score was at a good level with an average of 5.45 ±1.05 points (Max.7). From the options on the scale; "Radiation; the spread of radioactive materials from nuclear energy production" received the highest score with an average of 5,892 points. The Environmental Attitude Scale score was found to be moderate with a mean score of 3.71±0.55 (Max.5). From the options on the scale; “The depletion of the ozone layer threatens all people” received the highest score with an average of 4.24 points. Conclusion: The results of the research group; It has been shown that there is a positive relationship between students' environmental attitude scores and environmental risk perception levels, but there is no strong correlation between them. Well; It has been determined that "they could not show their sensitivity to take action against the dangers they perceive as an environmental risk as an attitude". Solution: More intensive education programs on Health-Environment issues should be organized at all levels of education levels and especially at universities. In order to increase awareness about the risks that cause environmental pollution; It should be ensured that environmental risk perception and attitude are increased by encouraging students to organize activities in social environment clubs and to become members of active environmental organizations.

A Research on the Environmental Identities and Environmental Risk Perceptions of Classroom and Science Teachers According to Different Variables

Environmental identity in human environmental behaviour expresses the extent to which the person relates to the environment while defining himself or herself. The relationship between human and the environment is mutual, and human's understanding of environment is essential to the environment. Perception of environmental risk is subjective because it is about personal view of environmental risk. The purpose of this study is to evaluate classroom teachers' and science teachers' perceptions of environmental risks based on several variables. For this purpose, a total of 309 classroom and science teachers participated in the study. The instruments used for data collection were the Environmental Identity Scale and the Environmental Risk Perception Scale. Both descriptive and inferential analyses were conducted on the data obtained. The analyses conducted revealed that environmental identity and environmental risk perception were high among teachers, there were no differences between subjects, and there was a positive relationship between environmental identity and environmental risk perception.

ASSESSING ECOLOGICAL AWARENESS LEVELS: A NEW MULTI-DIMENSIONAL CONCEPTUAL FRAMEWORK

Assessments of ecological awareness levels are immensely crucial in ecological awareness studies, especially for a developing country like Kazakhstan, which has struggled and is still struggling to address various environmental problems ranging from the Aral Sea to water deficiency matters. While many scholars have addressed the specific aspects of environmental problems such as air and water pollution, there is limited amount of work on addressing ecological awareness levels among the general popula-tion by local Kazakhstani scholars. This paper’s research objective was to propose a new conceptual framework for assessing ecological awareness levels. It consisted of four main dimensions: cognitive, af-fective, altruistic and conative dimension, for which each of the following dimensions different research instruments were introduced. For that, the paper extensively researched, emulated and re-applied the theoretical frameworks and concepts of the works of Western scholars. The aim of this research is to fill the research gap on the lack of conceptual frameworks in assessing the general public’s level of ecologi-cal awareness in Kazakhstan. The results obtained from this paper was the introduction of a new multi-dimensional framework and the applicability of three new research instruments for future academic studies in the context of Kazakhstan. These new research tools included the 15-item EEV Scale Model, 26-item Environmental Risk Perception Scale Model, and the 18-item EAS Model. This paper provided researchers with immensely valuable research instruments for pinpointing differences in environmental values, beliefs, concerns, and perceptions of different sample populations in Kazakhstan.Key words: Kazakhstan; ecological awareness; conceptual framework; assessment dimensions.

Çevresel Tutumların ve Çevresel Davranışların, Çevresel Duyarlılık ve Algılanan Çevresel Riskler ile İlişkisi

The study aims to determine the relationship between students’ environmental attitudes and behaviors, and their environmental sensitivity and perceived environmental risks. The study was conducted with 361 Health School students in the 2018-19 academic years. Data were collected by the Environmental Attitude Scale (EAS), Environmental Behavior Scale (EBS), Environmental Sensitivity Scale (ESS), and Environmental Risk Perception Scale (ERPS). According to Multivariate Linear Regression Analysis: There was a positive association between EAS and the Chemical Waste Risk subscale of the ERPS (p<0.01); and also, between the ESS and subscales of the EBS (p<0.001). Another positive association was found between the Recycling Efforts subscale of the EBS and Chemical Waste Risk subscale of the ERPS and between Resource Depletion subscale of the ERPS and subscales of the EBS (p<0.05). Environmental sensitivity affected environmental behaviors positively but it was not a determinant of environmental attitudes. Some of the perceived environmental risks played an important role in existing environmental behaviors and environmental attitudes.

Determining the Environmental Risk Perception of Adolescents

Araştırma ergenlerin çevresel risk algısını ve bazı değişkenlerle ilişkisini incelenmek amacıyla yapılmıştır.Tanımlayıcı ve kesitsel tipte tasarlanan bu araştırma 2015 yılında Muğla’da iki farklı lisede yapılmıştır (N=525). Örnekleme yöntemine gidilmemiş, çalışmaya katılmayı kabul eden ve yazılı izin alınan 473 öğrenciden veri toplanmıştır. Veri toplama aracı olarak, “Tanımlayıcı özellikler soru formu” ve “Çevresel Risk Algısı Ölçeği” kullanılmıştır. Verilerin değerlendirmesi SPSS 20,0 paket programında, tanımlayıcı istatistikler, bağımsız guruplarda t testi ve tek yönlü varyans analizi ile yapılmıştır. Araştırma için ölçek kullanım izni, etik kurul izni, araştırmanın yapıldığı kurumdan ve öğrencilerden yazılı izin alınmıştır.Araştırma kapsamına alınan öğrencilerin yaş ortalaması 16,22±1,07 ve %70,2’si kız öğrencidir. Öğrencilerin %74,8’inin ailesinde çevre konusunun konuşulduğu, %72,7’sinin konuyu ilgi çekici bulduğu ve %50,3’ünün derslerde çevre konusunun işlendiğini ifade ettiği belirlenmiştir. Araştırmada öğrencilerin Çevresel Risk Algısı Ölçeği puan ortalamasının 5,75±1,23 olduğu saptanmıştır. Sınıf düzeyi, gelir durumu, çevre konusunun ilgisini çekmesi, ailede çevre konusunun konuşulması ve lisedeki derslerde işleniyor olması gibi bağımsız değişkenlere göre çevresel risk algısı puan ortalamasında anlamlı fark belirlenmiştir (p<0,05). Öğrencilerin çevresel risk algısının iyi düzeyde olduğu; ailede ve okulda çevre konusunun ele alınıyor olmasının bu algıyı daha da güçlendirdiği söylenebilir. Tüm okul müfredatlarında çevre sağlığı derslerinin olması ve yaygınlaştırılmasının, konuyla ilgili farkındalığı artıracağı, dolayısıyla toplum sağlığına katkı sağlayacağı düşünülmektedir.

Influence of medication environment on unsafe medication behaviors of nurses: a path analysis

Objective To explore the correlation between medication environment and unsafe medication behaviors of nurses and analyze the influence path so as to provide a scientific basis for nurses' safe medication management. Methods From January to February 2017, this study selected 1 243 nurses from two affiliated hospitals of Harbin Medical University, two provincial ClassⅢ Grade A hospitals and one municipal ClassⅢ Grade A hospital in Harbin by convenience sampling as subjects. Questionnaire survey was carried out with the general information questionnaire, the nurse medication unsafe behavior scale and the nurse medication environmental perception scale. Besides, a path analysis was implemented. A total of 1 243 questionnaires were sent out and 1 012 valid questionnaires were collected with 81.42% for the valid recovery rate. Results Among 1 012 nurses, the total scores of the nurse medication environmental perception scale and the nurse medication unsafe behavior scale were (134.96±16.28) and 8 (16) respectively, with a negative correlation and a statistical difference (r=-0.48, P<0.01) . Path analysis showed that software had a direct effect (β=-0.45, P<0.01) and an indirect effect by mediation of nurse (β=0.24, P<0.01) on unsafe medication behaviors of nurses; human components (β =-0.54, P<0.01) and nurses (β=-0.96, P<0.01) had direct effects on unsafe medication behaviors of nurses.Hardware and environment had not directly affected the unsafe behavior of nurses in medication, but had an indirect effect (β=0.08, 0.56; P<0.01) . Conclusions Medication environment is a predictor of unsafe medication behaviors. Nursing managers should positively improve the medication environment and comprehensive quality of nurses so as to reduce the occurrence of unsafe medication behaviors in nurses. Key words: Nurses; Medication environment; Unsafe medication behaviors; Path analysis

Environmental Perception Scale: A Study of Reliability and Validity

Environmental Perception Scale: A Study of Reliability and Validity

Children’s Perceived Restoration and Pro-Environmental Beliefs

This study intends to find a relation between children´s perceived restoration and their environmental orientations. In order to do that, a designed perceived restoration scale adapted from the PRCS-C II was used as well as an adapted version of the Children´s Environmental Perceptions Scale (CEPS). A total of 832 children aged between 6 and 13 participated in the study. The results show that there is a relation between the perceived restoration due to the nature present in the school playground and the environmental orientations children show.

Assessment of Environmental Attitudes and Risk Perceptions among University Students in Mersin, Turkey.

Background Environmental destruction is one of the most important problems in this century. Objective The aim of the study was to determine the environmental attitudes and perceived risks associated with environmental factors of the students. Methods This cross-sectional study was conducted in 7 faculties of Mersin University. The research data were collected using a questionnaire. The questionnaire included sociodemographic characteristics, the “Environmental Attitudes Scale,” and the “Environmental Risk Perception Scale.” 774 students who filled out questionnaires were evaluated. Results The sample included 55.8% females. Environmental Attitudes Scale mean scores of students were identified as 81.1 ± 11.3. The highest perceived risk was release of radioactive materials associated with nuclear power generation. The environmental attitudes and risk perception scores were higher in Health Sciences than in the other faculties. Females were more positive towards the environment and had higher risk perceptions than the men. There is a negative correlation between age and resource depletion risk and global environmental risk score. Conclusion Students had a positive attitude to the environment and had moderate-level risk perception about the environment. Environmental awareness of students, especially those studying in the Social Sciences, should be increased. The environmental education curriculum should be revised throughout all the courses.

Assessment of the environmental risk perceptions and environmental attitudes of nursing students

Purpose: This is a descriptive study examining nursing students’ perceptions of the environmental risks and their environmental attitudes. Methods: The study population comprised 2364 nursing students studying at universities in Istanbul in the fall semester of the 2012–2013 academic year. The sampling group was formed by 778 students which were selected by a stratified random sampling procedure. The data were collected using “The Student Personal Information Form”, “The Environmental Risk Perception Scale” and “The Environmental Attitudes Scale”. Findings: The students’ mean score on perceptions of environmental risk was 6.04 ± 0.81(min 2.56; max 7.00) and the mean score of their environmental attitudes was 4.02 ± 0.47(min 2.28; max 5.00). It was determined that factors such as gender, interest in environmental issues, endorsement of the college course on environment as necessary, and participation in an environmental activity and awareness of non-government environmental organizations affected the environmental risk perception and environmental attitudes. A moderate positive relationship (r = 0.366, p < .001) was found between the students’ environmental risk perceptions and their environmental attitudes. Conclusion: Effective environmental education should be planned at all stages of the nursing education.

The relationship between environmental perception and some of psychological variables among the residents of Manzalah Lake Area

This study aims to monitoring the environmental perception and its dimensions and its relationship with these two variables depression and anxiety among the youth, who lives in Manzalah Lake Area, in assuming that they Exposed to environmental pollution due to Manzala Lake water pollution. The researchers used Three Tools that includes: Environmental perception scale,Depression scale, and anxiety scale. All of these prepared by the researchers, the study tools have been applied on a sample of that consists of (100) males, and (100) females. The results of the study Includes: There is a positive relationship between environmental perception and depression. There is a positive relationship between environmental perception scale and scale concern. There is a direct correlation between depression and environmental perception dimensions, such as Cognitive, Emotional, and evaluative dimension. There is a negative relationship between environmental activism and depression. There is a positive correlation between the anxiety scale and environmental perception dimensions: Cognitive, Emotional, activity,and evaluative dimension. There are no significant differences between males and females in the dimensions of environmental perception: Cognitive, activity,and evaluative dimension.. There are significant differences between males and females in the emotional dimension of environmental perception in direction of males. There are no significant differences between males and females in the Depression Scale. There are no significant differences between males and females in the anxiety scale.

Investigating the Nature Project as a Permanent, Widespread and Economic Solution to Environmental Problems

The aim of the research project is to demonstrate the effectiveness, permanence and awareness created by the nature project. Participants of this study consist of 37 students selected through purposeful sampling among 286 science education teacher candidates from four different universities. Experimental method based on qualitative research has been carried out in accordance with pre-test, post-test and retention test design. Data analyses reveal that there is a significant difference in favor of post-test and retention test as a result of pre-test, post-test and retention test analyses of the environmental perception, environmental behavior and renewable energy attitude scale. This case asserts that activities carried out and applied training are effective and permanent.

Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act

This study investigates whether consistent effects on students’ environmental attitudes, awareness, and behavioral intentions could be discerned in an initiative that supports environmental education (EE) designed at the classroom level. Students of grades four, five, and seven participated in an assessment at the beginning and end of the school year. Quantitative assessment questions were adapted from the Children’s Environmental Perception Scale. Factor analysis identified three factors related to intentions for environmental learning and behavior, environmental appreciation, and awareness of the potential to impact nature. Qualitative items assessed students’ perception of their EE experience. Over one school year, fourth- and fifth-grade EE students gained awareness of the potential to impact nature, but EE students did not exhibit changes to environmental appreciation or intentions for environmental learning and behavior. With increasing years of EE experience, students demonstrated slight increases in environmental appreciation and intentions for environmental learning and behavior. Students’ recollection of in-class discussions primarily related to cognitive and psychomotor domains, with minimal mention of social or affective themes. Student perspectives highlighted individuals’ unique interests, which may not be fostered when all students conduct the same activity. Over a third of all students most enjoyed the EE experience for the chance to be outside, and only five percent most enjoyed gaining environmental knowledge.

An Evaluation of Elementary Teacher Candidates’ Environmental Approaches, Environmental Risk Perceptions and Environmental Behaviours

The purpose of this research is to determine elementary teacher candidates’ environmental approaches (environmental-based or human-based), environmental risk perceptions and environmental behaviours. Furthermore this research intend to determine if there is a significant difference in elementary teacher candidates’ environment-centered or human-centered approaches, environmental risk perceptions and environmental behaviours according to the variables of gender and class, or not. The research was carried out with a total of 243 teacher candidates (131male and 112 female) from Elementary Department of Faculty of Education at Siirt University in Turkey. It was used the “New Environmental Paradigms Scale”, which was first time developed by Dunlap and Van Liere (1978) and revised by Dunlap et.al. (2000) and adapted into Turkish by Furman (1998), to determine the environmental approaches of the teacher candidates, the “Environmental Risk Perceptions Scale”, which was developed by Slimak and Dietz (2006) and adapted into Turkish by Altunoğlu and Atav (2009), was used to determine the teacher candidates’ perceptions of environmental risk and it was used “Environmental Behaviour Scale”, which was developed by Uzun and Sağlam (2006), to determine their environmental behaviours. At the analysis of data; it was consulted from descriptive statistical techniques and Pearson Moment Correlation coefficient. In our research, it was calculated that the Cronbach alpha reliability coefficient of environmental approaches scale as .65, the scale of environmental risk perceptions as .93 and the scale of environmental behavior as .85. As a result of this research, it was found that the teachers candidates’ environmental-centered approach mean score (M=4.21) is higher than human-centered approach mean score (M=3.35). Moreover, it was found that there is a significant and positive relation between the elementary teacher candidates’ human-centered approaches, environmental risk perceptions (r= .41; p<0.01) and environmental behaviours (r= .20; p< 0.01).

An Evaluation of Elementary Teacher Candidates’ Environmental Approaches, Environmental Risk Perceptions and Environmental Behaviours

The purpose of this research is to determine elementary teacher candidates’ environmental approaches (environmental-based or human-based), environmental risk perceptions and environmental behaviours. Furthermore this research intend to determine if there is a significant difference in elementary teacher candidates’ environment-centered or human-centered approaches, environmental risk perceptions and environmental behaviours according to the variables of gender and class, or not. The research was carried out with a total of 243 teacher candidates (131male and 112 female) from Elementary Department of Faculty of Education at Siirt University in Turkey. It was used the “New Environmental Paradigms Scale”, which was first time developed by Dunlap and Van Liere (1978) and revised by Dunlap et.al. (2000) and adapted into Turkish by Furman (1998), to determine the environmental approaches of the teacher candidates, the “Environmental Risk Perceptions Scale”, which was developed by Slimak and Dietz (2006) and adapted into Turkish by Altunoğlu and Atav (2009), was used to determine the teacher candidates’ perceptions of environmental risk and it was used “Environmental Behaviour Scale”, which was developed by Uzun and Sağlam (2006), to determine their environmental behaviours. At the analysis of data; it was consulted from descriptive statistical techniques and Pearson Moment Correlation coefficient. In our research, it was calculated that the Cronbach alpha reliability coefficient of environmental approaches scale as .65, the scale of environmental risk perceptions as .93 and the scale of environmental behavior as .85. As a result of this research, it was found that the teachers candidates’ environmental-centered approach mean score (M=4.21) is higher than human-centered approach mean score (M=3.35). Moreover, it was found that there is a significant and positive relation between the elementary teacher candidates’ human-centered approaches, environmental risk perceptions (r= .41; p<0.01) and environmental behaviours (r= .20; p< 0.01).

Perceived Restoration and Environmental Orientation in a Sample of Spanish Children

The present study intends to find a relation between childrenś perceived restoration and their environmental orientations. In order to do that, a designed perceived restoration scale adapted from the PRCS-C II (Bagot, Kuo & Allen, 2007) was used as well as an adapted version of the Childrenś Environmental Perceptions Scale (CEPS) (Larson et al., 2009). A total of 832 children aged between 6 and 13 participated in the study. The results show that there is a relation between the perceived restoration produced by the nature present in the school playground and the environmental orientations children show.

Using Bogner and Wiseman’s Model of Ecological Values to measure the impact of an earth education programme on children’s environmental perceptions

Investigating the effects of educational programmes on children’s environmental perceptions has been hampered by the lack of good theoretical models and valid instruments. In the present study, Bogner and Wiseman’s Model of Ecological Values provided a well‐developed theoretical model. A validated instrument based on Bogner’s Environmental Perception (ENV) scale was used to examine the effects of the Sunship Earth programme on the environmental perceptions of fifth and sixth grade students in the US. Paired sample t‐tests showed a statistically significant change toward more pro‐environmental perceptions for all factors described in the model for children who participated in Sunship Earth but not for a control group. Additionally, perceptions were shown to be stable over time for a smaller sample of students.