The Relationship Between Preschool Teacher Candidates' Cognitive Flexibility Levels and Their Beliefs About Integrating Environmental Education into Early Childhood Education

Date

2024-10-2

Author

Uluışık, İclal

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

39
views

24
downloads

Cite This

In this study, it was aimed to reveal the relationship between pre-service early childhood teachers‟ beliefs about integrating environmental education into early childhood education and their cognitive flexibility levels. In addition to this goal, it also aimed to reveal how pre-service early childhood teachers‟ cognitive flexibility levels and their beliefs about integrating environmental education with early childhood education differed according to various variables. Data were collected from freshman, sophomore, junior, and senior pre-service teachers at a university through scales. Descriptive analysis, independent sample t-test, ANOVA test, and Pearson Correlation test were used to analyze the collected data. When the findings were examined, a statistically significant relationship was found between pre-service early childhood teachers‟ cognitive flexibility levels and their beliefs about integrating environmental education into preschool education. However, it was revealed that the cognitive flexibility levels of pre-service early childhood teachers did not differ significantly according to variables such as gender, grade level, taking environmental education courses, internship experience, and personal development training. Similarly, it was understood that the beliefs of integrating environmental education with early childhood education did not differ significantly according to these variables.

Subject Keywords

Teacher Beliefs, Cognitive Flexibility, Pre-Service Teachers

URI

https://hdl.handle.net/11511/111451

Collections

Graduate School of Social Sciences, Thesis