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Ekolojik Okuryazarlık Eğitiminin Okul Öncesi Çocukların Çevreye Yönelik Farkındalık ve Tutumlarına Etkisi

Yıl 2022, Cilt: 51 Sayı: 236, 2851 - 2870, 11.11.2022
https://doi.org/10.37669/milliegitim.944271

Öz

Bu araştırmada, Sürdürülebilir Yaşam İçin Ekolojik Okuryazarım Eğitimi’nin okul öncesi çocuklarının çevreye yönelik farkındalık ve tutumlarına etkisinin incelenmesi amaçlanmıştır. Bu amaçla çocuklara Eymir Gölü, TBMM Botanik Bahçesi ve Okul bahçelerinde-TEMA Etkinlikleri olmak üzere üç aşamada ekolojik okuryazarlık eğitimi verilmiştir. Tek gruplu ön test-son test deneysel deseninde yürütülen çalışmaya 24 okuldan 360 okul öncesi dönem çocuğu dâhil edilmiştir. Çocuklardan veriler, Çevreye Yönelik Tutum Ölçeği ile Çevreye Yönelik Farkındalık Ölçeği ile toplanmıştır. Araştırmanın verilerinin çözümlenmesi amacıyla betimsel istatistikler ve ilişkili ölçümlerde t testi hesaplanmıştır. Araştırmanın sonucunda ekolojik okuryazarlık eğitimi kapsamındaki etkinliklerin çocukların çevreye yönelik farkındalık ve tutumlarını anlamlı bir şekilde artırdığı tespit edilmiştir.

Destekleyen Kurum

Tübitak

Proje Numarası

118B560

Kaynakça

  • Akbayrak, N., & Turaşlı, N. K. (2017). Oyun temelli çevre etkinliklerinin okul öncesi çocukların çevresel farkındalıklarına etkisinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 1(2), 239-258, http://dx.doi.org/10.24130/eccd-jecs.196720171240
  • Altun, A. (2005). Gelişen teknolojiler ve yeni okuryazarlıklar. Anı Yayınları
  • Arlemalm-Hagser, E. (2013). Respect for nature- A prescription for developing environmental awareness in preschool. Center for Educational Policy Studies Journal, 3(1), 25-4
  • Ballantyne, R., Connell, S., & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental education research, 4(3), 285-298, https://doi.org/10.1080/1350462980040304
  • Berg, K.E. ve Latin, R.W. (2004). Essentials of Research Methods in Health, Physical Education, Exercise Science, and Recreation, Third Edition. Lippincott Williams & Wilkins
  • Borg, F., Winberg, T. M., & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391, https://doi.org/10.1080/03004430.2017.1324433
  • Buldur, A. (2019). Çoklu ortamlar ile desteklenen çevre eğitimi programının çocukların çevreye yönelik tutum ve farkındalığına etkisinin incelenmesi (Doktora tezi). Gazi Üniversitesi
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi
  • Büyüktaşkapu Soydan, S , Öztürk Samur, A . (2017). Validity and reliability study of environmental awareness and attitude scale for preschool children. International Electronic Journal of Environmental Education , 7 (1) , 78-97
  • Casper A.M.A., Fernández-Giménez M. E. & Balgopal M.M. (2020): A tool for measuring ecological literacy: coupled human-ecosystem interactions, The of Agricultural Education and Extension, 27:1, 21-34, https://doi.org/10.1080/1389224X.2020.1780139
  • Cohen, S., & Horm-Wingerd, D. (1993). Children and the environment: Ecological awareness among preschool children. Environment and Behavior, 25(1), 103-120, https://doi.org/10.1177/0013916593251005
  • Cutter, A., & Smith, R. (2001). Gauging primary school teachers’ environmental literacy: an issue of ‘priority’. Asia Pacific Education Review, 2(2), 45-60, https://doi.org/10.1007/BF03026290
  • Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm in environmental education (part one). Environmental Education Research, 9(4), 497-524, https://doi.org/10.1080/1350462032000126131
  • De Brito Miranda, A. C., Jófili, Z. & dos Anjos Carneiro-Leão, A. M. (2017). Ecological literacy – preparing children for the twenty-first century, Early Child Development and Care, 187:2, 192-205, https://doi.org/10.1080/03004430.2016.1226353
  • Elliot, E., Ten Eycke, K., Chan, S., & Müller, U. (2014). Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness. Children Youth and Environments, 24(2), 102-122, https://doi.org/10.7721/chilyoutenvi.24.2.010
  • Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young children's environmental attitudes and behaviors. Environment and Behavior, 39(5), 635-658, https://doi.org/10.1177%2F0013916506294252
  • Giusti, M., Barthel, S., & Marcus, L. (2014). Nature routines and affinity with the biosphere: a case study of preschool children in Stockholm. Children Youth and Environments, 24(3), 16-42, https://doi.org/10.7721/chilyoutenvi.24.3.0016
  • Gülay Ogelman, H. (2012). Teaching preschool children about nature: A project to provide soil education for children in Turkey. Early Childhood Education Journal, 40(3), 177-185, https://doi.org/10.1007/s10643-012-0510-4
  • Haggström, M. & Schmidt, C. (2020) Enhancing children’s literacy and ecological literacy through critical place-based pedagogy, Environmental Education Research, 26:12, 1729-1745, https://doi.org/10.1080/13504622.2020.1812537
  • Hammarsten, M., Askerlund, P., Almers, E., Avery, H., & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227-241, https://doi.org/10.1080/14729679.2018.1517371
  • Hellden, G., & Hellden, S. (2008). Students' early experiences of biodiversity and education for a sustainable future. NorDiNa: Nordic Studies in Science Education, 4(2), 123-131
  • Hsiao, C. Y., & Shih, P. Y. (2015). The Impact of Using Picture Books with Preschool Students in Taiwan on the Teaching of Environmental Concepts. International Education Studies, 8(3), 14-23. http://dx.doi.org/10.5539/ies.v8n3p14
  • Kahriman-Öztürk, D. (2010). Preschool children’s attitudes towards selected environmental issues. (Yüksek lisans tezi). Orta doğu Teknik Üniversitesi
  • Kahriman-Öztürk, D., Olgan, R., & Tuncer, G. (2012). A qualitative study on Turkish preschool children's environmental attitudes through ecocentrism and anthropocentrism. International Journal of Science Education, 34(4), 629-650. https://doi.org/10.1080/09500693.2011.596228
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım
  • Kesicioğlu, S., & Alisinanoğlu, F. (2009). 60-72 Aylık çocukların çevreye karşı tutumlarının çeşitli değişkenler açısından incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(3), 37-48
  • Kurt Gökçeli, F. & Kandır, A.(2015). The Effect of Environmental Education Program on 48-66 Month Old Children’s Environmental Awareness. Education in the 21st Century: Theory and Practice, 391-402. St. Kliment Ohridski University Press
  • Lewinsohn, T. M., Attayde, J. L., Fonseca, C. R., Ganade, G., Jorge, L. R., Kollmann, J., ... & Weisser, W. W. (2015). Ecological literacy and beyond: Problem-based learning for future professionals, Ambio, 44(2), 154-162. https://doi.org/10.1007/s13280-014-0539-2
  • Mitchell, D. B., & Mueller, M. P. (2011). A philosophical analysis of David Orr’s theory of ecological literacy: biophilia, ecojustice and moral education in school learning communities. Cultural Studies of Science Education, 6(1), 193-221. https://doi.org/10.1007/s11422-010-9274-6
  • Orr, D. (1994). Environmental literacy: education as if the Earth Mattered. Human Scale Education, http://sfsf.com.au/Education.As.If.The.Earth.Mattered.pdf Önder, A. ve Özkan, B. (2013). Sürdürülebilir çocuk gelişimi: Okul öncesi etkinliklerle çevre eğitimi. Anı Yayıncılık
  • Özdemir, O., & Uzun, N. (2006). Yeşil sınıf modeline göre yürütülen fen ve doğa etkinliklerinin ana sınıfı öğrencilerinin çevre algılarına etkisi. Çocuk Gelişimi ve Eğitimi Dergisi, 3(1-2), 12-20
  • Russo, S. (2001). Promoting attitudes towards environmental education depends on early childhood education: What view do you hold?, Investigating, 17(4), 34-36. https://search.informit.org/doi/10.3316/aeipt.114864
  • Salkind, N. (2010). Encyclopedia of research design. Thousand Oaks: SAGE Publications Ltd. https://books.google.com.tr/books
  • Soydan, S., & Samur, A. O. (2014). A comparative study on the environmental attitudes of 60-66-month-old children and their mothers, Mevlana International Journal of Education (MIJE), 4(2), 27-36, http://dx.doi.org/10.13054/mije.14.41.4.2
  • Özen Uyar, R., & Yılmaz Genç, M.M.(2016). Okul öncesi dönem çocukların farklı çevre konularına yönelik ekosantrik ve antroposentrik tutumları. Journal of Human Sciences, 13(3), 4579-4594, https://doi.org/10.14687/jhs.v13i3.3989
  • Yılmaz, S., Bolat, E. Y., & Gölcük, İ. (2020). Erken çocukluk döneminde uygulanan çevre eğitim programının çocukların çevreye karşı tutumları üzerindeki etkisi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 557-578. https://doi.org/10.33711/yyuefd.693833

The Impact of Ecological Literacy Training on Environmental Awareness and Attitudes of Pre-School Childrens

Yıl 2022, Cilt: 51 Sayı: 236, 2851 - 2870, 11.11.2022
https://doi.org/10.37669/milliegitim.944271

Öz

The aim of this study was to investigate the impact of Ecological Literacy Education for Sustainable Life on the environment awareness and environment attitudes of preschool children. For this purpose, three different trainings were given to children: Eymir Lake, TBMM Botanical Garden and TEMA Activity. 360 pre-school children from 24 schools were included in the study. The research was conducted in one-group pretest-posttest experimental design. Data from children were collected using the Environmental Attitude Scale and Environmental Awareness Scale. In order to analyze the data of the study, descriptive statistics and t-test were calculated. As a result of the study, it was found that the activities within the scope of ecological literacy education significantly increased children's environment awareness and environment.

Proje Numarası

118B560

Kaynakça

  • Akbayrak, N., & Turaşlı, N. K. (2017). Oyun temelli çevre etkinliklerinin okul öncesi çocukların çevresel farkındalıklarına etkisinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 1(2), 239-258, http://dx.doi.org/10.24130/eccd-jecs.196720171240
  • Altun, A. (2005). Gelişen teknolojiler ve yeni okuryazarlıklar. Anı Yayınları
  • Arlemalm-Hagser, E. (2013). Respect for nature- A prescription for developing environmental awareness in preschool. Center for Educational Policy Studies Journal, 3(1), 25-4
  • Ballantyne, R., Connell, S., & Fien, J. (1998). Students as catalysts of environmental change: A framework for researching intergenerational influence through environmental education. Environmental education research, 4(3), 285-298, https://doi.org/10.1080/1350462980040304
  • Berg, K.E. ve Latin, R.W. (2004). Essentials of Research Methods in Health, Physical Education, Exercise Science, and Recreation, Third Edition. Lippincott Williams & Wilkins
  • Borg, F., Winberg, T. M., & Vinterek, M. (2019). Preschool children’s knowledge about the environmental impact of various modes of transport. Early Child Development and Care, 189(3), 376-391, https://doi.org/10.1080/03004430.2017.1324433
  • Buldur, A. (2019). Çoklu ortamlar ile desteklenen çevre eğitimi programının çocukların çevreye yönelik tutum ve farkındalığına etkisinin incelenmesi (Doktora tezi). Gazi Üniversitesi
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Pegem Akademi
  • Büyüktaşkapu Soydan, S , Öztürk Samur, A . (2017). Validity and reliability study of environmental awareness and attitude scale for preschool children. International Electronic Journal of Environmental Education , 7 (1) , 78-97
  • Casper A.M.A., Fernández-Giménez M. E. & Balgopal M.M. (2020): A tool for measuring ecological literacy: coupled human-ecosystem interactions, The of Agricultural Education and Extension, 27:1, 21-34, https://doi.org/10.1080/1389224X.2020.1780139
  • Cohen, S., & Horm-Wingerd, D. (1993). Children and the environment: Ecological awareness among preschool children. Environment and Behavior, 25(1), 103-120, https://doi.org/10.1177/0013916593251005
  • Cutter, A., & Smith, R. (2001). Gauging primary school teachers’ environmental literacy: an issue of ‘priority’. Asia Pacific Education Review, 2(2), 45-60, https://doi.org/10.1007/BF03026290
  • Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm in environmental education (part one). Environmental Education Research, 9(4), 497-524, https://doi.org/10.1080/1350462032000126131
  • De Brito Miranda, A. C., Jófili, Z. & dos Anjos Carneiro-Leão, A. M. (2017). Ecological literacy – preparing children for the twenty-first century, Early Child Development and Care, 187:2, 192-205, https://doi.org/10.1080/03004430.2016.1226353
  • Elliot, E., Ten Eycke, K., Chan, S., & Müller, U. (2014). Taking kindergartners outdoors: Documenting their explorations and assessing the impact on their ecological awareness. Children Youth and Environments, 24(2), 102-122, https://doi.org/10.7721/chilyoutenvi.24.2.010
  • Evans, G. W., Brauchle, G., Haq, A., Stecker, R., Wong, K., & Shapiro, E. (2007). Young children's environmental attitudes and behaviors. Environment and Behavior, 39(5), 635-658, https://doi.org/10.1177%2F0013916506294252
  • Giusti, M., Barthel, S., & Marcus, L. (2014). Nature routines and affinity with the biosphere: a case study of preschool children in Stockholm. Children Youth and Environments, 24(3), 16-42, https://doi.org/10.7721/chilyoutenvi.24.3.0016
  • Gülay Ogelman, H. (2012). Teaching preschool children about nature: A project to provide soil education for children in Turkey. Early Childhood Education Journal, 40(3), 177-185, https://doi.org/10.1007/s10643-012-0510-4
  • Haggström, M. & Schmidt, C. (2020) Enhancing children’s literacy and ecological literacy through critical place-based pedagogy, Environmental Education Research, 26:12, 1729-1745, https://doi.org/10.1080/13504622.2020.1812537
  • Hammarsten, M., Askerlund, P., Almers, E., Avery, H., & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227-241, https://doi.org/10.1080/14729679.2018.1517371
  • Hellden, G., & Hellden, S. (2008). Students' early experiences of biodiversity and education for a sustainable future. NorDiNa: Nordic Studies in Science Education, 4(2), 123-131
  • Hsiao, C. Y., & Shih, P. Y. (2015). The Impact of Using Picture Books with Preschool Students in Taiwan on the Teaching of Environmental Concepts. International Education Studies, 8(3), 14-23. http://dx.doi.org/10.5539/ies.v8n3p14
  • Kahriman-Öztürk, D. (2010). Preschool children’s attitudes towards selected environmental issues. (Yüksek lisans tezi). Orta doğu Teknik Üniversitesi
  • Kahriman-Öztürk, D., Olgan, R., & Tuncer, G. (2012). A qualitative study on Turkish preschool children's environmental attitudes through ecocentrism and anthropocentrism. International Journal of Science Education, 34(4), 629-650. https://doi.org/10.1080/09500693.2011.596228
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım
  • Kesicioğlu, S., & Alisinanoğlu, F. (2009). 60-72 Aylık çocukların çevreye karşı tutumlarının çeşitli değişkenler açısından incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(3), 37-48
  • Kurt Gökçeli, F. & Kandır, A.(2015). The Effect of Environmental Education Program on 48-66 Month Old Children’s Environmental Awareness. Education in the 21st Century: Theory and Practice, 391-402. St. Kliment Ohridski University Press
  • Lewinsohn, T. M., Attayde, J. L., Fonseca, C. R., Ganade, G., Jorge, L. R., Kollmann, J., ... & Weisser, W. W. (2015). Ecological literacy and beyond: Problem-based learning for future professionals, Ambio, 44(2), 154-162. https://doi.org/10.1007/s13280-014-0539-2
  • Mitchell, D. B., & Mueller, M. P. (2011). A philosophical analysis of David Orr’s theory of ecological literacy: biophilia, ecojustice and moral education in school learning communities. Cultural Studies of Science Education, 6(1), 193-221. https://doi.org/10.1007/s11422-010-9274-6
  • Orr, D. (1994). Environmental literacy: education as if the Earth Mattered. Human Scale Education, http://sfsf.com.au/Education.As.If.The.Earth.Mattered.pdf Önder, A. ve Özkan, B. (2013). Sürdürülebilir çocuk gelişimi: Okul öncesi etkinliklerle çevre eğitimi. Anı Yayıncılık
  • Özdemir, O., & Uzun, N. (2006). Yeşil sınıf modeline göre yürütülen fen ve doğa etkinliklerinin ana sınıfı öğrencilerinin çevre algılarına etkisi. Çocuk Gelişimi ve Eğitimi Dergisi, 3(1-2), 12-20
  • Russo, S. (2001). Promoting attitudes towards environmental education depends on early childhood education: What view do you hold?, Investigating, 17(4), 34-36. https://search.informit.org/doi/10.3316/aeipt.114864
  • Salkind, N. (2010). Encyclopedia of research design. Thousand Oaks: SAGE Publications Ltd. https://books.google.com.tr/books
  • Soydan, S., & Samur, A. O. (2014). A comparative study on the environmental attitudes of 60-66-month-old children and their mothers, Mevlana International Journal of Education (MIJE), 4(2), 27-36, http://dx.doi.org/10.13054/mije.14.41.4.2
  • Özen Uyar, R., & Yılmaz Genç, M.M.(2016). Okul öncesi dönem çocukların farklı çevre konularına yönelik ekosantrik ve antroposentrik tutumları. Journal of Human Sciences, 13(3), 4579-4594, https://doi.org/10.14687/jhs.v13i3.3989
  • Yılmaz, S., Bolat, E. Y., & Gölcük, İ. (2020). Erken çocukluk döneminde uygulanan çevre eğitim programının çocukların çevreye karşı tutumları üzerindeki etkisi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 557-578. https://doi.org/10.33711/yyuefd.693833
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Özlem Okyay 0000-0003-0916-8005

Ayfer Sayın 0000-0003-1357-5674

Zeliha Gunes Demır 0000-0002-8593-3971

Kamer Özdemir 0000-0003-0537-4565

Proje Numarası 118B560
Yayımlanma Tarihi 11 Kasım 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 236

Kaynak Göster

APA Okyay, Ö., Sayın, A., Gunes Demır, Z., Özdemir, K. (2022). Ekolojik Okuryazarlık Eğitiminin Okul Öncesi Çocukların Çevreye Yönelik Farkındalık ve Tutumlarına Etkisi. Milli Eğitim Dergisi, 51(236), 2851-2870. https://doi.org/10.37669/milliegitim.944271