Research Article
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Year 2022, Volume: 4 Issue: 2, 196 - 211, 31.12.2022
https://doi.org/10.51535/tell.1165587

Abstract

References

  • Akınoğlu, O. & Sarı, A. (2009). İlköğretim programlarında çevre eğitimi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 30 (30), 5- 29.
  • Aksoy, B. & Karatekin, K. (2011). Farklı programlardaki lisans öğrencilerinin çevreye yönelik duyuşsal eğilimleri. Türkiye Sosyal Araştırmalar Dergisi (TSA), 15(3), 23-36.
  • Atasoy, E. (2015). İnsan-doğa etkileşimi ve çevre için eğitim. Bursa: Sentez Yayıncılık.
  • Ateş, M & Karatepe, A. (2013). Üniversite öğrencilerinin “çevre” kavramına ilişkin algılarının metaforlar yardımıyla analizi. The Journal of Academic Social Science Studies, 6(2), 1327-1348.
  • Aydın. F. (2011). Üniversite öğrencilerinin “çevre” kavramına ilişkin metaforik algıları. Doğu Coğrafya Dergisi, 16(26), 25-43.
  • Cerit, Y. (2008). Öğrenci, öğretmen ve yöneticilerin müdür kavramı ile ilgili metaforlara ilişkin görüşleri. Eğitim ve Bilim, 33(147), 3-13.
  • Charlesworth, R., Hart, C. H., Burts, D. C., Thomasson, R. H., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices. Early Childhood Research Quarterly, 8(3), 255-276
  • Creswell, J. W. (2018). Nitel Araştırma Yöntemleri. (M. Bütün & S. B. Demir, Çev. Ed.) Ankara: Siyasal Yayın Dağıtım
  • Cutter-Mackenzie, A.N., Edwards, S., Moore, D., & Boyd, W. (2014). Young children's play and environmental education in early childhood education. Springer.
  • Deniş Çeliker, H., & Akar, A. (2015). Ortaokul öğrencilerinin doğaya ilişkin metaforları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(2), 101-119.
  • Değirmenci, M. (2012). İlköğretim Öğrencilerinin Çevreye Karşı Tutumlarının Farklı Değişkenler Açısından İncelenmesi, (Kayseri İli Örneği). Journal of European Education, 2(2), 47-53.
  • Durmuşoğlu Saltalı, N. (2022). Preschool teachers’ ability to manage problem behaviours in their classroom: can it be predicted by teacher self-efficacy and emotional literacy. Journal of Teacher Education & Lifelong Learning, 4(1), 1-11.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır? Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Fien, J.F., & Tilbury, D. (1996). Learning for a sustainable environment: an agenda for teacher education in Asia and the Pacific. UNESCO Principal Regional Office for Asia and the Pacific. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.518.3937&rep=rep1&type=pdf
  • Hu, B. Y., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children. Teaching and Teacher Education, 63, 137–147. https://doi.org/10.1016/j.tate.2016.12.014
  • Hungerford, H.R., Peyton, R.B., & Wilke, R.J. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11, 42-47.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743
  • International Union for Conservation of Nature and Natural Resources. [IUCN] (1970). International working meeting on environmental education in the school curriculum (ED045490). ERIC. https://files.eric.ed.gov/fulltext/ED045490.pdf
  • Karakuş, N., Selim, S., Ardahanlıoğlu, Z. R., Özer, Ö. & Çınar, İ. (2016). Önlisans öğrencilerinin çevre ve doğa korumaya yönelik görüşlerinin değerlendirilmesi. International Journal of Human Sciences, 13(3), 4058-4071.
  • Kaşot, N. (2020). Çevre ve çevre ile ilgili kavramlar. (Ed. H. Gülay Ogelman). Erken Çocuklukta Çevre Eğitimi (s. 1-50). Ankara: Eğiten Kitap.
  • Koç, H. ve Karatekin, K. (2013). Coğrafya öğretmen adaylarının çevre okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. Marmara Coğrafya Dergisi, 0 (28), 139-174.
  • Meral, E., Küçük B., & Gedik, F. (2016). Sosyal bilgiler öğretmen adaylarının çevre kavramına ilişkin metaforik algıları. Kastamonu Eğitim Dergisi, 24(1), 65-78.
  • Sabo, H. M. (2010). Why from early environmental education? US-China Foreign Language, 8(12), 57-61.
  • Schultz, P.W. (2002). Inclusion with nature: The psychology of human-nature relations. In: Schmuck, P., Schultz, W.P. (eds) Psychology of Sustainable Development (pp.61- 78). Springer. https://doi.org/10.1007/978-1-4615-0995-0_4
  • Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., ... & Havlick, S. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31.
  • Palmer, J., & Neal, P. (1994). The handbook of environmental education. New Fatter Lane.
  • Plevyak, L. H., Bendixen-Noe, M., Henderson, J., Roth, R. E., & Wilke, R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28-36.
  • Potter, G. (2009). Environmental Education for the 21st Century: Where Do We Go Now? The Journal of Environmental Education, 41(1), 22 - 33. https://doi.org/10.1080/00958960903209975
  • United Nations [UN] (1972). United Nations Conference on the Human Environment [UNCHE]. Stockholm: Sweden. Retrieved from https://documents-dds-ny.un.org/doc/UNDOC/GEN/NL7/300/05/IMG/NL730005.pdf?OpenElement .
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (1976). Final Report of the International Workshop on Environmental Education, Belgrade (Yugoslavia), 13-22 October 1975. Document ED -76/WS/97, Paris. UNESCO.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (1977). The Tbilisi Declaration. In Intergovernmental Conference on Environmental Education. Final Report. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000032763/PDF/032763engo.pdf.multi
  • United Nations Educational, Scientific and Cultural Organisation [UNESCO] (1987). The Moscow Declaration. Retrieved from http://unesdoc.unesco.org/images/0008/ 000805/080583eo.pdf
  • UNESCO-UNEP (1976) The Belgrade Charter: A global framework for environmental education, Connect, 1(1), 1-9. Retrieved from https://naaee.org/sites/default/files/153391eb.pdf
  • UNESCO-UNEP (1990) Environmentally educated teachers: The priority of priorities, Connect, XV(1), 1-3. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000153574/PDF/153574engo.pdf.multi
  • Yazıcı, Ö. (2013). Coğrafya öğretmenlerinin çevre kavramına ilişkin algıları: Bir metafor analizi çalışması. The Journal of Academic Social Science Studies (JASSS). 6 (5), 811-828.
  • Yücel, M. , Altunkasa, F. , Güçray, S. , Uslu, C. , Say, N. P. & Say, N. P. (2006). Adana’da çevre duyarlılığı düzeyinin ve geliştirme olanaklarının araştırılması . Akdeniz Üniversitesi Ziraat Fakültesi Dergisi , 19 (2) , 217-228 . Retrieved from https://dergipark.org.tr/tr/pub/akdenizfderg/issue/1577/19559
  • Yüksek Öğretim Kurulu [YÖK] (2020). Retrieved Agust 18, 2022 from https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Yüksek Öğretim Kurulu [YÖK] . (n.d.). Okul öncesi̇ öğretmenli̇ği̇ - yok.gov.tr. Yeni Öğretmen Yetiştirme Lisans Programları. Retrieved Agust 18, 2022 from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni- Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf

Preschool Pre-service Teachers’ Metaphoric Perceptions of the Concept of “Environment”: A Longitudinal Study

Year 2022, Volume: 4 Issue: 2, 196 - 211, 31.12.2022
https://doi.org/10.51535/tell.1165587

Abstract

The study attempts to identify the perceptions of preschool pre-service teachers who take the environmental education in early childhood course about the concept of the environment through metaphor analysis. A phenomenological design, one of the most common qualitative designs, was employed in the study. The study group consists of 70 pre-service teachers in the first measurement and 49 pre-service teachers in the final measurement, who took the environmental education in early childhood course in the third year of the education faculty of a public university in the Turkey in the 2021-2022 academic year. The study was designed as a longitudinal study since the data was administrated to the participants in two stages: before they began the early childhood environmental education course (first measurement) and after they completed it (second measurement). To assess the participants' metaphors for the concept of "environment", participants were asked to complete the sentence “I think the environment...... like, because.......”. Content analysis, one of the qualitative research methods, was used to analyze the data. As a result of the research, it was determined that pre-school teacher candidates produced 48 metaphors in the first measurement and 34 metaphors in the second measurement for the concept of "environment". In the research, it was determined that the metaphors produced in the first measurement and the second measurement formed 19 categories and 12 of them were common. In the second measurement, different from the first measurement, the new categories created are 7 categories: obscurity, valuable, sensitivity, inclusive, coordination, guidance and responsibility.

References

  • Akınoğlu, O. & Sarı, A. (2009). İlköğretim programlarında çevre eğitimi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 30 (30), 5- 29.
  • Aksoy, B. & Karatekin, K. (2011). Farklı programlardaki lisans öğrencilerinin çevreye yönelik duyuşsal eğilimleri. Türkiye Sosyal Araştırmalar Dergisi (TSA), 15(3), 23-36.
  • Atasoy, E. (2015). İnsan-doğa etkileşimi ve çevre için eğitim. Bursa: Sentez Yayıncılık.
  • Ateş, M & Karatepe, A. (2013). Üniversite öğrencilerinin “çevre” kavramına ilişkin algılarının metaforlar yardımıyla analizi. The Journal of Academic Social Science Studies, 6(2), 1327-1348.
  • Aydın. F. (2011). Üniversite öğrencilerinin “çevre” kavramına ilişkin metaforik algıları. Doğu Coğrafya Dergisi, 16(26), 25-43.
  • Cerit, Y. (2008). Öğrenci, öğretmen ve yöneticilerin müdür kavramı ile ilgili metaforlara ilişkin görüşleri. Eğitim ve Bilim, 33(147), 3-13.
  • Charlesworth, R., Hart, C. H., Burts, D. C., Thomasson, R. H., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices. Early Childhood Research Quarterly, 8(3), 255-276
  • Creswell, J. W. (2018). Nitel Araştırma Yöntemleri. (M. Bütün & S. B. Demir, Çev. Ed.) Ankara: Siyasal Yayın Dağıtım
  • Cutter-Mackenzie, A.N., Edwards, S., Moore, D., & Boyd, W. (2014). Young children's play and environmental education in early childhood education. Springer.
  • Deniş Çeliker, H., & Akar, A. (2015). Ortaokul öğrencilerinin doğaya ilişkin metaforları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(2), 101-119.
  • Değirmenci, M. (2012). İlköğretim Öğrencilerinin Çevreye Karşı Tutumlarının Farklı Değişkenler Açısından İncelenmesi, (Kayseri İli Örneği). Journal of European Education, 2(2), 47-53.
  • Durmuşoğlu Saltalı, N. (2022). Preschool teachers’ ability to manage problem behaviours in their classroom: can it be predicted by teacher self-efficacy and emotional literacy. Journal of Teacher Education & Lifelong Learning, 4(1), 1-11.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır? Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Fien, J.F., & Tilbury, D. (1996). Learning for a sustainable environment: an agenda for teacher education in Asia and the Pacific. UNESCO Principal Regional Office for Asia and the Pacific. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.518.3937&rep=rep1&type=pdf
  • Hu, B. Y., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children. Teaching and Teacher Education, 63, 137–147. https://doi.org/10.1016/j.tate.2016.12.014
  • Hungerford, H.R., Peyton, R.B., & Wilke, R.J. (1980). Goals for curriculum development in environmental education. The Journal of Environmental Education, 11, 42-47.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743
  • International Union for Conservation of Nature and Natural Resources. [IUCN] (1970). International working meeting on environmental education in the school curriculum (ED045490). ERIC. https://files.eric.ed.gov/fulltext/ED045490.pdf
  • Karakuş, N., Selim, S., Ardahanlıoğlu, Z. R., Özer, Ö. & Çınar, İ. (2016). Önlisans öğrencilerinin çevre ve doğa korumaya yönelik görüşlerinin değerlendirilmesi. International Journal of Human Sciences, 13(3), 4058-4071.
  • Kaşot, N. (2020). Çevre ve çevre ile ilgili kavramlar. (Ed. H. Gülay Ogelman). Erken Çocuklukta Çevre Eğitimi (s. 1-50). Ankara: Eğiten Kitap.
  • Koç, H. ve Karatekin, K. (2013). Coğrafya öğretmen adaylarının çevre okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. Marmara Coğrafya Dergisi, 0 (28), 139-174.
  • Meral, E., Küçük B., & Gedik, F. (2016). Sosyal bilgiler öğretmen adaylarının çevre kavramına ilişkin metaforik algıları. Kastamonu Eğitim Dergisi, 24(1), 65-78.
  • Sabo, H. M. (2010). Why from early environmental education? US-China Foreign Language, 8(12), 57-61.
  • Schultz, P.W. (2002). Inclusion with nature: The psychology of human-nature relations. In: Schmuck, P., Schultz, W.P. (eds) Psychology of Sustainable Development (pp.61- 78). Springer. https://doi.org/10.1007/978-1-4615-0995-0_4
  • Stapp, W. B., Bennett, D., Bryan, W., Fulton, J., MacGregor, J., Nowak, P., ... & Havlick, S. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31.
  • Palmer, J., & Neal, P. (1994). The handbook of environmental education. New Fatter Lane.
  • Plevyak, L. H., Bendixen-Noe, M., Henderson, J., Roth, R. E., & Wilke, R. (2001). Level of teacher preparation and implementation of EE: Mandated and non-mandated EE teacher preparation states. The Journal of Environmental Education, 32(2), 28-36.
  • Potter, G. (2009). Environmental Education for the 21st Century: Where Do We Go Now? The Journal of Environmental Education, 41(1), 22 - 33. https://doi.org/10.1080/00958960903209975
  • United Nations [UN] (1972). United Nations Conference on the Human Environment [UNCHE]. Stockholm: Sweden. Retrieved from https://documents-dds-ny.un.org/doc/UNDOC/GEN/NL7/300/05/IMG/NL730005.pdf?OpenElement .
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (1976). Final Report of the International Workshop on Environmental Education, Belgrade (Yugoslavia), 13-22 October 1975. Document ED -76/WS/97, Paris. UNESCO.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO] (1977). The Tbilisi Declaration. In Intergovernmental Conference on Environmental Education. Final Report. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000032763/PDF/032763engo.pdf.multi
  • United Nations Educational, Scientific and Cultural Organisation [UNESCO] (1987). The Moscow Declaration. Retrieved from http://unesdoc.unesco.org/images/0008/ 000805/080583eo.pdf
  • UNESCO-UNEP (1976) The Belgrade Charter: A global framework for environmental education, Connect, 1(1), 1-9. Retrieved from https://naaee.org/sites/default/files/153391eb.pdf
  • UNESCO-UNEP (1990) Environmentally educated teachers: The priority of priorities, Connect, XV(1), 1-3. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000153574/PDF/153574engo.pdf.multi
  • Yazıcı, Ö. (2013). Coğrafya öğretmenlerinin çevre kavramına ilişkin algıları: Bir metafor analizi çalışması. The Journal of Academic Social Science Studies (JASSS). 6 (5), 811-828.
  • Yücel, M. , Altunkasa, F. , Güçray, S. , Uslu, C. , Say, N. P. & Say, N. P. (2006). Adana’da çevre duyarlılığı düzeyinin ve geliştirme olanaklarının araştırılması . Akdeniz Üniversitesi Ziraat Fakültesi Dergisi , 19 (2) , 217-228 . Retrieved from https://dergipark.org.tr/tr/pub/akdenizfderg/issue/1577/19559
  • Yüksek Öğretim Kurulu [YÖK] (2020). Retrieved Agust 18, 2022 from https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Yüksek Öğretim Kurulu [YÖK] . (n.d.). Okul öncesi̇ öğretmenli̇ği̇ - yok.gov.tr. Yeni Öğretmen Yetiştirme Lisans Programları. Retrieved Agust 18, 2022 from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni- Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf
There are 38 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hülya Gülay Ogelman 0000-0002-4245-0208

Hande Güngör 0000-0002-3016-1775

Betül Sarı 0000-0002-6799-923X

Nazmi Durkan 0000-0002-9370-2129

Publication Date December 31, 2022
Acceptance Date September 11, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Gülay Ogelman, H., Güngör, H., Sarı, B., Durkan, N. (2022). Preschool Pre-service Teachers’ Metaphoric Perceptions of the Concept of “Environment”: A Longitudinal Study. Journal of Teacher Education and Lifelong Learning, 4(2), 196-211. https://doi.org/10.51535/tell.1165587

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