Fen bilimleri öğretmenlerinin yaygın çevre eğitimi hakkındaki görüşleri ve yaygın çevre eğitiminin çevre bilinci üzerine etkisinin araştırılması
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, fen bilimleri öğretmenlerinin yaygın çevre eğitimi hakkındaki görüşlerini araştırmak ve yaygın çevre eğitiminin çevre bilinci üzerine etkisini ortaya koymaktır. Araştırmanın örneklemini, 2021-2022 eğitim öğretim yılında Aksaray iline bağlı devlet ortaokullarında görev yapan 43 fen bilimleri öğretmeni oluşturmaktadır. Araştırmada, zayıf deneysel desenlerden statik grup karşılaştırmalı desen (sontest denkleştirilmemiş gruplu desen) kullanılmıştır. Fen Bilimleri öğretmenlerinin yaygın çevre eğitimi hakkındaki görüşlerini belirlemek için görüşme formu uygulanmıştır. Elde edilen veriler tablolar halinde görselleştirilip yorumlanmıştır. Yaygın çevre eğitimi faaliyetlerine katılan öğretmenler deney grubu, katılmayan öğretmenler ise kontrol gurubu olarak kabul edilmiştir. Uygulanan görüşme formunun ilk bölümü olan "çevre bilgisi-bilinci- duyarlılık düzeyleri" bölümünden alınan puan ortalamaları arasında anlamlı farklılık olup olmadığı non-parametrik testler ile tespit edilmiştir. Fen Bilimleri öğretmenlerinin yaygın çevre eğitimine katılmalarının çevre bilinci düzeylerine olumlu etkide bulunduğu tespit edilmiştir. Yaygın çevre eğitimine katılan öğretmenlerin okul içi ve okul dışı çevre etkinliklerine daha fazla önem verdiği tespit edilmiştir. Yaygın çevre eğitimini alan öğretmenlerin çevre sorunları ve çevre korunması hususunda daha duyarlı davrandıkları belirlenmiştir. Öğretmenler, yaygın çevre eğitimine ihtiyaç duyduklarını belirtmişlerdir. Görüşme formundaki maddelere verilen cevaplar incelendiğinde çevre eğitimi konusunda öğretmen eksikliklerinin ve ihtiyaçlarının olduğu desteklenmektedir.
The aim of this research is to investigate the opinions of science teachers about common environmental education and to reveal the effect of non-formal environmental education on environmental awareness. The sample of the research consists of 43 science teachers working in public secondary schools of Aksaray Province in the 2021-2022 academic year. In the research, static group comparative pattern (posttest non-equalized group pattern) was used from weak experimental patterns. An interview form was applied to determine the opinions of science teachers about common environmental education. The obtained data were visualized and interpreted in the form of tables. The teachers who participated in the common environmental education activities were accepted as the experimental group and the teachers who did not participate were accepted as the control group. Whether there is a significant difference between the average scores taken from the "environmental knowledge-Decency-sensitivity levels" section, which is the first part of the applied interview form, was determined by non-parametric tests. It has been found that the participation of science teachers in common environmental education has a positive effect on environmental awareness levels. It has been found that teachers who participate in common environmental education pay more attention to in-school and out-of-school environmental activities. It has been determined that teachers who received common environmental education behave more sensitively about environmental problems and environmental protection. Teachers have stated that they need common environmental education. When the answers given to the items in the interview form are examined, it is supported that there are teacher deficiencies and needs in environmental education.
The aim of this research is to investigate the opinions of science teachers about common environmental education and to reveal the effect of non-formal environmental education on environmental awareness. The sample of the research consists of 43 science teachers working in public secondary schools of Aksaray Province in the 2021-2022 academic year. In the research, static group comparative pattern (posttest non-equalized group pattern) was used from weak experimental patterns. An interview form was applied to determine the opinions of science teachers about common environmental education. The obtained data were visualized and interpreted in the form of tables. The teachers who participated in the common environmental education activities were accepted as the experimental group and the teachers who did not participate were accepted as the control group. Whether there is a significant difference between the average scores taken from the "environmental knowledge-Decency-sensitivity levels" section, which is the first part of the applied interview form, was determined by non-parametric tests. It has been found that the participation of science teachers in common environmental education has a positive effect on environmental awareness levels. It has been found that teachers who participate in common environmental education pay more attention to in-school and out-of-school environmental activities. It has been determined that teachers who received common environmental education behave more sensitively about environmental problems and environmental protection. Teachers have stated that they need common environmental education. When the answers given to the items in the interview form are examined, it is supported that there are teacher deficiencies and needs in environmental education.
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
