Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools

Download

index.pdf

Date

2018-08-01

Author

Pamuk, Deniz
Olgan, Refika

Metadata

Show full item record

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

Item Usage Stats

179
views

112
downloads

Bu araştırmanın amacı eko ve eko olmayan okul öncesi eğitim kurumlarının fiziksel özelliklerini ve okul öncesi öğretmenlerin uygulamalarının SGE (Sürdürülebilir Gelişim için Eğitim) açısından değerlendirmektir. Çalışmanın sonuçlarına göre eko okullarda çalışan okul öncesi öğretmenlerin SGE uygulamalarına ayırdıkları zaman ve sıklık düzeyi eko olmayan okullarda çalışan öğretmenlerle karşılaştırıldığında etkisi küçük olsa da anlamlı derecede yüksek bulunmuştur. Ayrıca SGE’yi destekleyen fiziksel çevre uyaranları açısından eko okulların daha önde olduğu sonucuna ulaşılmıştır. Sonuç olarak eko okul yaklaşımı okul öncesi kurumların SGE açısından fiziksel özelliklerinin iyileştirilmesini sağlayabilir ancak her iki okul tipinde çalışan öğretmenlerin SGE uygulamaları açısından beklenen kadar yüksek farka sahip olmaması, bu konu ile ilgili yeni çalışmalara ihtiyaç duyulduğunu göstermiştir.

Subject Keywords

Education for sustainable development, Eco preschools, Education for sustainable development indicators, Preschool physical environment

URI

https://hdl.handle.net/11511/34963

Journal

Mersin Üniversitesi Eğitim Fakültesi Dergisi

DOI

https://doi.org/10.17860/mersinefd.391312

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Experienced science teachers’ subject matter knowledge and pedagogical content knowledge regarding biogeochemical cycles in the context of education for sustainable development Yılmaz Yendi, Bahar; Öztekin, Ceren; Department of Elementary Education (2019) This study investigated experienced science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) regarding biogeochemical cycles in the context of education for sustainable development (ESD). Three science teachers (one male, two females) from different schools participated in the study. In this qualitative research, multiple case studies were used as research design. Data were obtained through interviews, content representations, observations, card sorting activity and teacher documents. ...
Preschool Children's Ideas on Sustainable Development: How Preschool Children Perceive Three Pillars of Sustainability with the Regard to 7R Kahrıman-Ozturk, Deniz; Olgan, Refika; Guler, Tulin (2012-09-01) The purpose of this study is to describe ideas of preschool children about sustainable development. Basic qualitative research was utilized and 36 preschool children enrolled in four different preschools in Ankara were included in the study. Semi-structured interviews were used to obtain data related to ideas of preschool children on three pillars (Environmental, Economical, and Social Cultural) of Education for Sustainable Development and analyzed with inductive content analysis based on 7R's (reduce, reus...
Pre-service early childhood educators’ working with families self-efficacy in relation to taking a parent education course Işıkcı, Gözdenur; Demircan, Hasibe Özlen; Department of Early Childhood Education (2018) The current study aims to investigate the content of Parent Education course given at universities and to examine the effects of Parent Education course on pre-service early childhood education teachers’ working with families self-efficacy. 223 senior pre-service early childhood education teachers from 8 universities were involved in the study. Data was collected in the fall semester of 2017-2018 academic year before and after participants took Parent Education course. Syllabuses of Parent Education course ...
Pre-service and in-service preschool teachers’ views regarding creativity in early childhood education Yılmaz, Simge; Olgan, Refika; Department of Educational Sciences (2011) This research aimed at investigating pre-service and in-service preschool teachers’ views regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The se...
Pre-Service Teachers' Beliefs on Human Population Growth in the Context of Education for Sustainable Development: Development and Validation of an Instrument Demirci, Sinem; Şahin, Elvan; Teksöz, Gaye; Marcinkowski, Thomas J. (2021-12-01) The ongoing debates about the effects of human population growth (HPG) is one of the concepts in education for sustainable development (ESD). Beliefs toward HPG are an important construct for teacher education because beliefs potentially interfere with their instructional practices and students' beliefs, attitudes and behaviors. Accordingly, this study focused on developing and validating an instrument to explore pre-service teachers' beliefs toward the effects of HPG. The instrument was piloted, revised, a...

Citation Formats

D. Pamuk and R. Olgan, “Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools,” Mersin Üniversitesi Eğitim Fakültesi Dergisi, pp. 669–683, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/34963.