Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 11 Sayı: 2, 127 - 144, 08.07.2021
https://doi.org/10.18497/iejeegreen.967850

Öz

Kaynakça

  • Ahi, B. (2015). Okul öncesi eğitim programına kaynaştırılan çevre eğitimi programının çocukların ''çevre'' kavramı hakkındaki zihinsel model gelişimine etkisi. Yayınlanmış Doktora Tezi, Gazi Üniversitesi Eğitim Fakültesi, Ankara.
  • Ahi, B., Balcı, S. & Alisinanoğlu, F. (2017) Exploring Turkish preservice teachers' mental models of the environment: Are they related to gender and academic level?, The Journal of Environmental Education, 48(3), 182-195, DOI: 10.1080/00958964.2016.1267102
  • Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi. Yüksek Lisans Tezi, Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Alerby, E. (2000). A way of visualising children's and young people's thoughts about the environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
  • Barraza, L. (1999). Children's drawings about the environment. Environmental education research, 5(1), 49-66.
  • Boeve-De Pauw, J. & Van Petegem, P. (2012). Cultural differences in the environmental worldview of children. International Journal of Environmental Education, 2(1), 1-11.
  • Bozlağan, R. (2010). Sürdürülebilir gelişme düşüncesinin tarihsel arka planı. Sosyal Siyaset Konferansları Dergisi, (50), 1011-1028.
  • Brundtland, G. (1987). Our common future: The world commission on environment and development. Oxford: Oxford University Press.
  • Corinin-Jones, L. L. (2005). Using drawings to assess student perceptions of schoolyard habitats: A case study of reform-based research in the United States. Canadian Journal of Environmental Education, 10(2005), 225-240.
  • Dove, J. E., Everett, L. A. & Preece, F. W. (1999). Exploring a hydrological concept through children’s drawing. International Journal of Science Education, 21(5), 485-497.
  • Driver, R., & Bell, B. F. (1986). Students’ thinking and the learning of science: A constructive view. School Science Review, 67, 443-456.
  • Ekiz D. (2009). Bilimsel araştırma yöntemleri, Ankara: Anı.
  • Fleer, M. (2002). Curriculum compartmentalisation?: A futures perspective on environmental education. Environmental Education Research, 8(2), 137-154.
  • Gilbert, J. K. Pietrocola, M., Zylbersztajn, A. ve Franco, C. (2000). Science and education: Notions of reality, theory and model. J. K. Gilbert ve C. J. Boulter (Eds.), in Developing models in science education, (pp.19-40). Dordrecht: Kluwer Academic Publishers.
  • Greca, I., M. & Moreira, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11.
  • Gül, A.(2010). İlköğretim 4 ve 5. sınıf öğrencilerinin çevre kavramına ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü, Kütahya .
  • Harrison, A. G. ve Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
  • Joireman, J., Truelove, H. B., & Duell, B. (2010). Effect of outdoor temperature, heat primes and anchoring on belief in global warming. Journal of Environmental Psychology, 30(4), 358-367.
  • Karataş, A., & Aslan, G. (2012). İlköğretim öğrencilerine çevre bilincinin kazandırılmasında çevre eğitiminin rolü: Ekoloji temelli yaz kampı projesi örneği. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(2), 259 276.
  • Kaya, N., Çobanoğlu, M., & Artvinli, E. (2011). Sürdürülebilir kalkınma için Türkiye’de ve dünyada çevre eğitimi çalışmaları. 6. Ulusal Coğrafya Sempozyumu, 3-5 Kasım- Ankara: Bildiriler (s. 407-417). Ankara: Ankara Üniversitesi Türkiye Coğrafyası Araştırma ve Uygulama Merkezi.
  • Keinath, S. D. (2004). Environmental education and perceptions in eastern nepal: Analysis of student drawings. Submitted partial fullfilment of the requirements for the degree of Master of Science in Forestry Michigan Technological University.
  • Liu, S. C., & Lin, H. S. (2014). Undergraduate students’ ideas about nature and human–nature relationships: an empirical analysis of environmental worldviews. Environmental Education Research, 20(3), 412-429.
  • Loughland, T., Reid, A., Walker, K., & Petocz, P. (2003). Factors influencing young people's conceptions of environment. Environmental Education Research, 9(1), 3- 19.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook-qualitative data analysis. London: Sage.
  • Moseley, C., Desjean‐Perrotta, B., & Utley, J. (2010). The draw‐an‐environment test rubric (DAET‐R): Exploring pre‐service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189-208.
  • Özsoy, S. (2012). İlköğretim öğrencilerinin çevre algılarının çizdikleri resimler aracılığıyla incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(2), 1117-1139.
  • Özsoy, S., & Ahi, B. (2014). İlkokul öğrencilerinin geleceğe yönelik çevre algılarının çizdikleri resimler aracılığı ile belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1557-1582.
  • Pallemaerts, M. (1997). Stockholm'den Rio'ya uluslararası çevre hukuku: Geleceğe doğru geri adım mı?. Ankara Üniversitesi SBF Dergisi, 52(01), 613-632.
  • Payne, P. (1998). Childrens’ conception of nature. Australian Journal of Environmental Education, 14, 19-26.
  • Ponting, C. (2000). Dünyanın yeşil tarihi: Çevre ve büyük uygarlıkların çöküşü ( A. Başçı, Çev.). İstanbul: Detay
  • Rickinson, M. (2001). Leaners and learning in environmental education: A critical review of evidence. Environmental Education Research, 7(3), 207-320.
  • Sadava, D., Heller, H. C., Orians, G. H., Purves, W. K., & Hillis, D. M. (2006). Life: The science of biology (8th Ed.). W. H. Freeman.
  • Schafer, N. (2012). Finding ways to do research on, with and for children and young people. Geography, 97(3), 147-154.
  • Shepardson, D. P. (2005). Student ideas: What is an environment?. The Journal of Environmental Education, 36(4), 49.
  • Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(2), 327-348.
  • Stockholm Decleration. (1972). Report of the United Nations Conference on the Human Environment. Retrieved from Stockholm:
  • Sürdürülebilir Kalkınma Ulusal Rapor (2002) DPT.
  • Şahin, H. (2018). 8. sınıf öğrencilerinin çevre kavramları ile ilgili zihinsel modelleri ve bilişsel haritaları/Mental models and cognitive maps of grade 8 students about environmental concepts. Yayınlanmış Yüksek Lisans Tezi, Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Tecer, S. (2007). Çevre için eğitim: Balıkesir ili ilköğretim öğrencilerinin çevresel bilgi, tutum, duyarlılık ve aktif katılım düzeylerinin belirlenmesi üzerine bir çalışma. Yayınlanmamış Yüksek Lisans Tezi, Zonguldak Karaelmas Üniversitesi Fen Bilimleri Enstitüsü, Zonguldak.
  • Türkman, A. (2000). Yaşanabilir bir çevre için. İzmir:Dokuz Eylül.
  • UNCED. (1992). Promoting education and public awareness and training. Agenda 21, United Nations conference on environment and development, Conches, Ch.36. Retrieved July 8, 2008 from: http://sedac.ciesin.org/entri/texts/a21/ a21-36-education.html
  • Vosniadou, S. ve Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.

Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?

Yıl 2021, Cilt: 11 Sayı: 2, 127 - 144, 08.07.2021
https://doi.org/10.18497/iejeegreen.967850

Öz

The purpose of this study is to determine the mental models of primary school students about the concept of environment. The research group consisted of 400 students, 219 girls and 181 boys, enrolling to the 3rd and 4th grade in a primary school located in İstanbul. The students were asked to draw the environment and explain the items they draw. Students’ drawings were converted into quantitative data and scored with Draw an Environment Test-Rubric. When the drawings were examined, it was found that there are 110 different items related to the concept of environment. These items include biotic elements such as humans, different kinds of animals and plants, as well as abiotic elements such as sun, cloud, rain and sea. It was seen that there are also elements of artificial environment such as houses, cars, schools, factories and roads. Mann-Whitney U Test was used in statistical comparisons to determine the difference between the total scores obtained from the drawings according to grade level and gender. While there was a significant difference between the scores of the 3rd and 4th grade students (MD3rd grade=189,46 n=200, MD4th grade =211,54 n=200, U=17792, p=.04), no significant difference was found in the comparisons made according to the gender (MDgirls=205,92 n=219, MDboys=193,94 n=181, U=18632,50, p=.29). The drawings showed that the majority of the students do not see humans as a part of the environment and they have unscientific and missing mental models about the environment.

Kaynakça

  • Ahi, B. (2015). Okul öncesi eğitim programına kaynaştırılan çevre eğitimi programının çocukların ''çevre'' kavramı hakkındaki zihinsel model gelişimine etkisi. Yayınlanmış Doktora Tezi, Gazi Üniversitesi Eğitim Fakültesi, Ankara.
  • Ahi, B., Balcı, S. & Alisinanoğlu, F. (2017) Exploring Turkish preservice teachers' mental models of the environment: Are they related to gender and academic level?, The Journal of Environmental Education, 48(3), 182-195, DOI: 10.1080/00958964.2016.1267102
  • Akçay, İ. (2006). Farklı ülkelerde okul öncesi öğrencilerine yönelik çevre eğitimi. Yüksek Lisans Tezi, Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Alerby, E. (2000). A way of visualising children's and young people's thoughts about the environment: A study of drawings. Environmental Education Research, 6(3), 205-222.
  • Barraza, L. (1999). Children's drawings about the environment. Environmental education research, 5(1), 49-66.
  • Boeve-De Pauw, J. & Van Petegem, P. (2012). Cultural differences in the environmental worldview of children. International Journal of Environmental Education, 2(1), 1-11.
  • Bozlağan, R. (2010). Sürdürülebilir gelişme düşüncesinin tarihsel arka planı. Sosyal Siyaset Konferansları Dergisi, (50), 1011-1028.
  • Brundtland, G. (1987). Our common future: The world commission on environment and development. Oxford: Oxford University Press.
  • Corinin-Jones, L. L. (2005). Using drawings to assess student perceptions of schoolyard habitats: A case study of reform-based research in the United States. Canadian Journal of Environmental Education, 10(2005), 225-240.
  • Dove, J. E., Everett, L. A. & Preece, F. W. (1999). Exploring a hydrological concept through children’s drawing. International Journal of Science Education, 21(5), 485-497.
  • Driver, R., & Bell, B. F. (1986). Students’ thinking and the learning of science: A constructive view. School Science Review, 67, 443-456.
  • Ekiz D. (2009). Bilimsel araştırma yöntemleri, Ankara: Anı.
  • Fleer, M. (2002). Curriculum compartmentalisation?: A futures perspective on environmental education. Environmental Education Research, 8(2), 137-154.
  • Gilbert, J. K. Pietrocola, M., Zylbersztajn, A. ve Franco, C. (2000). Science and education: Notions of reality, theory and model. J. K. Gilbert ve C. J. Boulter (Eds.), in Developing models in science education, (pp.19-40). Dordrecht: Kluwer Academic Publishers.
  • Greca, I., M. & Moreira, M. A. (2000). Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11.
  • Gül, A.(2010). İlköğretim 4 ve 5. sınıf öğrencilerinin çevre kavramına ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Dumlupınar Üniversitesi Sosyal Bilimler Enstitüsü, Kütahya .
  • Harrison, A. G. ve Treagust, D. F. (2000). A typology of school science models. International Journal of Science Education, 22(9), 1011-1026.
  • Joireman, J., Truelove, H. B., & Duell, B. (2010). Effect of outdoor temperature, heat primes and anchoring on belief in global warming. Journal of Environmental Psychology, 30(4), 358-367.
  • Karataş, A., & Aslan, G. (2012). İlköğretim öğrencilerine çevre bilincinin kazandırılmasında çevre eğitiminin rolü: Ekoloji temelli yaz kampı projesi örneği. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(2), 259 276.
  • Kaya, N., Çobanoğlu, M., & Artvinli, E. (2011). Sürdürülebilir kalkınma için Türkiye’de ve dünyada çevre eğitimi çalışmaları. 6. Ulusal Coğrafya Sempozyumu, 3-5 Kasım- Ankara: Bildiriler (s. 407-417). Ankara: Ankara Üniversitesi Türkiye Coğrafyası Araştırma ve Uygulama Merkezi.
  • Keinath, S. D. (2004). Environmental education and perceptions in eastern nepal: Analysis of student drawings. Submitted partial fullfilment of the requirements for the degree of Master of Science in Forestry Michigan Technological University.
  • Liu, S. C., & Lin, H. S. (2014). Undergraduate students’ ideas about nature and human–nature relationships: an empirical analysis of environmental worldviews. Environmental Education Research, 20(3), 412-429.
  • Loughland, T., Reid, A., Walker, K., & Petocz, P. (2003). Factors influencing young people's conceptions of environment. Environmental Education Research, 9(1), 3- 19.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook-qualitative data analysis. London: Sage.
  • Moseley, C., Desjean‐Perrotta, B., & Utley, J. (2010). The draw‐an‐environment test rubric (DAET‐R): Exploring pre‐service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189-208.
  • Özsoy, S. (2012). İlköğretim öğrencilerinin çevre algılarının çizdikleri resimler aracılığıyla incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(2), 1117-1139.
  • Özsoy, S., & Ahi, B. (2014). İlkokul öğrencilerinin geleceğe yönelik çevre algılarının çizdikleri resimler aracılığı ile belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1557-1582.
  • Pallemaerts, M. (1997). Stockholm'den Rio'ya uluslararası çevre hukuku: Geleceğe doğru geri adım mı?. Ankara Üniversitesi SBF Dergisi, 52(01), 613-632.
  • Payne, P. (1998). Childrens’ conception of nature. Australian Journal of Environmental Education, 14, 19-26.
  • Ponting, C. (2000). Dünyanın yeşil tarihi: Çevre ve büyük uygarlıkların çöküşü ( A. Başçı, Çev.). İstanbul: Detay
  • Rickinson, M. (2001). Leaners and learning in environmental education: A critical review of evidence. Environmental Education Research, 7(3), 207-320.
  • Sadava, D., Heller, H. C., Orians, G. H., Purves, W. K., & Hillis, D. M. (2006). Life: The science of biology (8th Ed.). W. H. Freeman.
  • Schafer, N. (2012). Finding ways to do research on, with and for children and young people. Geography, 97(3), 147-154.
  • Shepardson, D. P. (2005). Student ideas: What is an environment?. The Journal of Environmental Education, 36(4), 49.
  • Shepardson, D. P., Wee, B., Priddy, M., & Harbor, J. (2007). Students' mental models of the environment. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(2), 327-348.
  • Stockholm Decleration. (1972). Report of the United Nations Conference on the Human Environment. Retrieved from Stockholm:
  • Sürdürülebilir Kalkınma Ulusal Rapor (2002) DPT.
  • Şahin, H. (2018). 8. sınıf öğrencilerinin çevre kavramları ile ilgili zihinsel modelleri ve bilişsel haritaları/Mental models and cognitive maps of grade 8 students about environmental concepts. Yayınlanmış Yüksek Lisans Tezi, Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
  • Tecer, S. (2007). Çevre için eğitim: Balıkesir ili ilköğretim öğrencilerinin çevresel bilgi, tutum, duyarlılık ve aktif katılım düzeylerinin belirlenmesi üzerine bir çalışma. Yayınlanmamış Yüksek Lisans Tezi, Zonguldak Karaelmas Üniversitesi Fen Bilimleri Enstitüsü, Zonguldak.
  • Türkman, A. (2000). Yaşanabilir bir çevre için. İzmir:Dokuz Eylül.
  • UNCED. (1992). Promoting education and public awareness and training. Agenda 21, United Nations conference on environment and development, Conches, Ch.36. Retrieved July 8, 2008 from: http://sedac.ciesin.org/entri/texts/a21/ a21-36-education.html
  • Vosniadou, S. ve Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Çevre ve Kültür
Bölüm Research Papers
Yazarlar

Duygu Çalış Bu kişi benim

Sibel Balcı

Yayımlanma Tarihi 8 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 2

Kaynak Göster

APA Çalış, D., & Balcı, S. (2021). Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?. International Electronic Journal of Environmental Education, 11(2), 127-144. https://doi.org/10.18497/iejeegreen.967850
AMA Çalış D, Balcı S. Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?. IEJEE-Green. Temmuz 2021;11(2):127-144. doi:10.18497/iejeegreen.967850
Chicago Çalış, Duygu, ve Sibel Balcı. “Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?”. International Electronic Journal of Environmental Education 11, sy. 2 (Temmuz 2021): 127-44. https://doi.org/10.18497/iejeegreen.967850.
EndNote Çalış D, Balcı S (01 Temmuz 2021) Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?. International Electronic Journal of Environmental Education 11 2 127–144.
IEEE D. Çalış ve S. Balcı, “Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?”, IEJEE-Green, c. 11, sy. 2, ss. 127–144, 2021, doi: 10.18497/iejeegreen.967850.
ISNAD Çalış, Duygu - Balcı, Sibel. “Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?”. International Electronic Journal of Environmental Education 11/2 (Temmuz 2021), 127-144. https://doi.org/10.18497/iejeegreen.967850.
JAMA Çalış D, Balcı S. Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?. IEJEE-Green. 2021;11:127–144.
MLA Çalış, Duygu ve Sibel Balcı. “Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?”. International Electronic Journal of Environmental Education, c. 11, sy. 2, 2021, ss. 127-44, doi:10.18497/iejeegreen.967850.
Vancouver Çalış D, Balcı S. Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?. IEJEE-Green. 2021;11(2):127-44.