Yıl: 2010 Cilt: 5 Sayı: 4 Sayfa Aralığı: 495 - 509 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours

Öz:
Çevre eğitimi uzmanlarına göre, insanların çoğu davranışlarında çevre farkındalıklarını kullanmamaktadır. Dolayısıyla uzmanlar insanların bilişsel ve davranışsal boyutları arasında bir boşluk olduğuna inanmaktadırlar. Bu boşluğun nedeni din, kültür, öz yeterlilik ve duygular gibi bir grup faktör olabilir. Öte yandan yaratmaya çalıştığımız çevre farkındalığı da sorunlu olabilir. Bu çalışma bahsedilen ikinci konuya yöneliktir. Çalışmada, yüzeysel çevre bilgileri vermektense, aksiyon odaklı bir programın verimli sonuçlar vereceği öngörülmüştür. Buna göre çalışmanın amacı, bir aksiyon odaklı metot olan projeye dayalı öğrenme ortamlarının çevre dostu davranışların oluşturulmasındaki etkililiğini incelemektir. Ahi Evran Üniversitesi‟nde Fen Bilgisi Öğretmenliği Bölümünde okuyan ve projeye dayalı Çevre Bilimi dersi alan toplam 33 öğretmen adayı çalışmaya katılmış ve anketleri yanıtlamıştır. Verilerin analizi için nitel ve nicel metotların bir arada kullanıldığı birleşik desenden faydalanılmıştır. Çalışmanın nitel bölümünde iki adet açık uçlu sorudan oluşan bir anket kullanılmış ve anketten elde edilen veriler içerik analizine tabii tutulmuştur. Çalışmanın nicel bölümünde ise betimsel istatistikler, t testleri ve ANOVA kullanılmıştır. Buna göre projeye dayalı öğrenme ortamı öğrencilerin çevre koruma ile ilgili davranışlarında olumlu değişimlere neden olmuştur. Ayrıca çalışmanın sonunda çevre eğitimi ve fen arasındaki ilişkiler, sosyokültürel konular ve eğitsel uygulamalar ile ilgili tartışmalara yer verilmiştir.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Projeye dayalı öğrenme boşluğu kapatabilir mi? Türk fen öğretmen adayları ve çevre dostu davranışlar

Öz:
According to environmental education scholars, most people do not use their environmental awareness to behave proenvironmentally. Scholars therefore believe that there is a gap between humans‟ cognitive and behavioural patterns. On one hand, a plethora of factors, such as religion, culture, self-efficacy, emotions, and so on, may be responsible for this gap. On the other hand, the ways we try to create environmental awareness may be problematic. The present study addresses the latter issue. Instead of conveying shallow environmental information, we foresaw that an action-oriented program would provide fruitful conclusions. To this end, the aim of this study was to examine the effectiveness of a project-based learning environment as an action-oriented method for developing proenvironmental behaviours. 33 student teachers, who took project-based Environmental Science course, in the 3rd year of Elementary Science Teacher Training Program at Ahi Evran University, Turkey, voluntarily participated in the present study and responded the questionnaires. A mixed design with quantitative and qualitative methods was used for the data analysis. The qualitative part consisted of a questionnaire including two open-ended questions. Content analysis was employed to examine these data. In the quantitative analyses, descriptive statistics, t-tests, and ANOVA were used. The findings of present study suggest that the project-based learning environment caused positive changes in student teachers‟ behaviours regarding environmental protection. The paper concludes with a discussion about the relationships between environmental education and science, socio-cultural issues, and educational implications.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Kilinc A (2010). Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. , 495 - 509.
Chicago Kilinc Ahmet Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. (2010): 495 - 509.
MLA Kilinc Ahmet Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. , 2010, ss.495 - 509.
AMA Kilinc A Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. . 2010; 495 - 509.
Vancouver Kilinc A Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. . 2010; 495 - 509.
IEEE Kilinc A "Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours." , ss.495 - 509, 2010.
ISNAD Kilinc, Ahmet. "Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours". (2010), 495-509.
APA Kilinc A (2010). Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education (elektronik), 5(4), 495 - 509.
Chicago Kilinc Ahmet Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education (elektronik) 5, no.4 (2010): 495 - 509.
MLA Kilinc Ahmet Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education (elektronik), vol.5, no.4, 2010, ss.495 - 509.
AMA Kilinc A Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education (elektronik). 2010; 5(4): 495 - 509.
Vancouver Kilinc A Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education (elektronik). 2010; 5(4): 495 - 509.
IEEE Kilinc A "Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours." International Journal of Environmental and Science Education (elektronik), 5, ss.495 - 509, 2010.
ISNAD Kilinc, Ahmet. "Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours". International Journal of Environmental and Science Education (elektronik) 5/4 (2010), 495-509.