Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 7 Sayı: 4, 143 - 159, 28.09.2020

Öz

Kaynakça

  • 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.
  • Alim, M. (2013). The knowledge and attitudes of primary school teaching students toward environment. Easten Georaphical Review, 31, 23-36.
  • Arik, S., & Yilmaz, M. (2017). Prospective science teachers’ attitude toward the environmental problems and their metaphorical perceptions about “environmental pollution. Kastamonu Education Journal, 25(3), 1147-1164.
  • Artun, H., & Okur, M. (2015). Determining the recognition levels of secondary school students regarding concepts of environmental education. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 277-293.
  • Aslan Efe, H. & Baran, M. (2017). The effects of process of developing instructional materials on pre-service teachers’ environmental attitudes, behaviors and perceptions. Van Yuzuncu Yil University Journal of Education, 14(1), 22-46.
  • Bozdemir, H., & Faiz, M. (2018). Ecocentric, antropocentric and antipathetic attitudes of teacher candidates towards the environment. Sakarya University Journal of Education, 8(1), 61-75.
  • Cabuk, M., & Cabuk, F. U. (2017). Investigation of efficiency of the project entitled “I protect the environment with green chemistry” on preschool children’s knowledge level about the environment. Journal of The Intitute of Education Sciences Dumlupınar University, 1(1), 64-74.
  • Cimen, O., & Yilmaz, M. (2014). The influence of transformative learning based environmental education on preservice biology teachers' perception of environmental problems. Bartin University Journal of Faculty of Education, 3(1), 339-359.
  • Dada, D. O., Eames, C., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222.
  • Desjean-Perrotta, B., Moseley, C., & Cantu, L. E. (2008). Preservice teachers' perceptions of the environment: Does ethnicity or dominant residential experience matter? The Journal of Environmental Education, 39(2), 21-32.
  • Di Francesco, D. A., & Young, N. (2011). Seeing climate change: The visual construction of global warming in Canadian national print media. Cultural Geographies, 18(4), 517-536.
  • Dispensa, J. M., & Brulle, R. J. (2003). Media’s social construction of environmental issues: focus on global warming–a comparative study. International Journal of Sociology and Social Policy, 23(10), 74-105.
  • Dogan, Y. & Simsar, A. (2019). Investigation of preservice preschool teachers’ views on environmental problems and relevant suggestions of solution. International Electronic Journal of Elementary Education, 11(2), 151-159.
  • Dogu Ozturk, İ. (2020). Using public service announcements (Psa’s) in health communication: Reading anti cigarette Psa’s by the indicators. Gaziantep University Journal of Social Sciences, 19(1), 170- 189.
  • Erten, S., & Aydogdu, C. (2011). The ecocentric, anthropocentric, antipathetic attitudes toward environment in Turkish and Azerbaijani students. Hacettepe University Journal of Education, 41, 158-169.
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Fettahlioglu, P. (2018). Analysis of the percieved environmental problems according to environmental literacy levels. Mersin University Journal of the Faculty of Education, 14(1), 404-425.
  • Gokce, N. (2009). Using newspapers in environmental education. [Çevre eğitiminde gazetelerden yararlanma]. Journal of International Social Research, 2(6), 251-265.
  • Goldman, D., Yavetz, B., & Pe'er, S. (2014). Student teachers' attainment of environmental literacy in relation to their disciplinary major during undergraduate studies. International Journal of Environmental and Science Education, 9(4), 369-383.
  • Grodziéska-Jurczak, M., Stepska, A., Nieszporek, K., & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical & Environmental Education, 15(1), 62-76.
  • Guven, E. (2013). Development of environmental problems attitude scale and determination of teacher candidates’ attitudes. Gazi University Journal of Gazi Educational Faculty, 33(2), 411- 430.
  • Guzelyurt, T., & Ozkan, Ö. (2017). Environmental education practice in pre-school period: Hello pinecone and sound of pinecone activities. Electronic Turkish Studies, 12(28), 409-428.
  • Hirca, N., & Simsek, H. (2013). Enhancing and evaluating prospective teachers’ techno-pedagogical knowledge integration towards science subject. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 7(1), 57-82.
  • Hill, R. J. (2006). Environmental adult education: Producing polychromatic spaces for a sustainable world. In S. B. Merriam, B. C. Courtenay, & R. M. Cervero (Eds.) Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States (pp. 265-277). San Francisco, CA: Jossey-Bass.
  • Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985-1009.
  • Kahyaoglu, M., Daban, S., & Yangin, S. (2008). Attitudes of primary candidate teachers about environmental. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 42-52.
  • Karasar, N. (2002). Scientific research method. [Bilimsel araştırma yöntemi]. Ankara: Nobel Publishing. Keles, Ö., Uzun, N., & Varnacı Uzun, F. (2010). The change of teacher candidates‟ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Khalid, T. (2003). Pre-service high school teachers' perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35-50.
  • Kiyici, F. B., Yigit, E. A., & Darcin, E. S. (2014). Investigation of pre-service teacher’s opinion and environmental literacy level change with nature education. Trakya University Journal of Education, 4(1), 17-27.
  • Koc, I. & Kuvac, M. (2016). Preservice science teachers' attitudes toward environment. International Journal of Environmental and Science Education, 11(13), 5925-5941.
  • Kurnaz, M. A., & Yüzbasioglu, M. K. (2013). Investigating the questions placed in high school entrance exams in terms of transitions between some representation types. Bartın University Journal of Faculty of Education, 2(2), 267-279.
  • Lang, J. R. (1999). Tracing changes in teacher environmental education understanding. Australian Journal of Environmental Education, 15, 57-64.
  • Magnus, V.J., Martinez, P., & Pedauye, R. (1997). Analysis of environmental concepts and attitudes among biology degree students. Journal of Environmental Education, 29(1), 28-33.
  • MacKinnon, B., & Fiala, A. (2014). Ethics: Theory and contemporary issues. Nelson Education. Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, California: Sage Publications.
  • Ogunyemi, B., & Ifegbesan, A. (2011). Environmental literacy among preservice social studies teachers: A review of the Nigerian experience. Applied Environmental Education & Communication, 10(1), 7-19.
  • Ozata Yucel, E., & Ozkan, M. (2016). Determining the perceptions of pre-service science teachers regarding environmental problems through word association. International Journal of Learning and Teaching, 8(3), 164-173.
  • Ozata Yucel, E., & Ozkan, M. (2018). Examination of changes in environmental problem perceptions of prospective science teachers: sample of Kocaeli. Pamukkale University Journal of Education, 44(44), 146-160.
  • Ozdemir, O. (2007). A new environmental education perspective: “Education for sustainable development” Education and Science, 32(145), 23-38.
  • Ozdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. Pamukkale University Journal of Education, 27(27), 125-138.
  • Ozmen, H., & Ozdemir, S. (2016). Determination of pre-service science and technology teachers’ views on environmetal education. Kastamonu Education Journal, 24(4), 1691-1712.
  • Ozsoy, S., Ozsoy, G., & Kuruyer, H. G. (2011). Turkish pre-service primary school teachers' environmental attitudes: Effects of gender and grade level. Asia-Pacific Forum on Science Learning & Teaching, 12(2), 1- 21.
  • Oztas, F., & Kalipci, E. (2009). Teacher candidates' perception level of environmental pollutant and their risk factors. International Journal of Environmental and Science Education, 4(2), 185-195.
  • Palmer, J. A. (1995). Environmental thinking in the early years: Understanding and misunderstanding of concepts related to waste management. Environmental Education Research, 1(1), 35-45.
  • Patton, M.Q. (1997). How to use qualitative methods in evaluation. Newbury Park, CA: SAGE Publications.
  • Pérez-Rodríguez, U., Varela-Losada, M., Álvarez-Lires, F. J., & Vega-Marcote, P. (2017). Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education. Journal of Cleaner Production, 164, 634-641.
  • Radio and Television Supreme Council (2012). Retrieved from https://www.rtuk.gov.tr/spotfilmler/3717/3985/kamu-spotlari-yonergesi.html
  • Rider, T. (2005). Education, environmental attitudes and the design professions: A master’s thesis. (Unpublished master’s thesis). Cornell University, New York.
  • Schnotz, W. (2002). Commentary Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101-120.
  • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction, 13(2), 141-156.
  • Sever, D. (2013). Science teacher candidates' thoughts about global warming studying in Turkey and United Kingdom. Elementary Education Online, 12(4), 1-10.
  • Stapp, W.B., Bennett, D., Bryan, W., Jr., Fulton, J., MacGregor, J., Nowak, P., Swan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.
  • Surmeli, H. (2013). Relationship between pre-school preservice teachers' environmental literacy and science and technology literacy self efficacy beliefs. Educational Research and Reviews, 8(24), 2281-2285.
  • Tal, T. (2010). Pre-service teachers’ reflections on awareness and knowledge following active learning in environmental education. International Research in Geographical and Environmental Education, 19(4), 263-276.
  • Taylor, N., Doff, T., Jenkins, K., & Kennelly, J. (2007). Environmental knowledge and attitudes among a cohort of pre-service primary school teachers in Fiji. International Research in Geographical & Environmental Education, 16(4), 367-379.
  • Tbilisi Declaration (1978). Toward an action plan: A report on the Tbilisi Intergovernmental Conference on Environmental Education. Washington, DC, US Government Printing Office.
  • Thompson, S. C. G., & Barton, M. A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of Environmental Psychology, 14(2), 149-157.
  • Than, N. T. (2001). Awareness of Vietnamese primary school teachers on environmental education. International Research in Geographical and Environmental Education, 10(4), 429-444.
  • Tuncer, G., Tekkaya, C., Sungur, S., Cakiroglu, J., Ertepinar, H., & Kaplowitz, M. (2009). Assessing preservice teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development, 29(4), 426-436.
  • United Nations Educational, Scientific and Cultural Organization- United Nations Environment Programme (1976). The Belgrade charter, Connect: UNESCO-UNEP Environmental Education Newsletter, 1(1), 1–2.
  • Urey, M., Colak, K., Bozdemir Yuzbasioglu, H., & Kaymakcı, S. (2020). Comparison of knowledge levels and misconceptions of science and social studies prospective teachers about atmospheric environmental problems. International Electronic Journal of Environmental Education, 10(2), 216-236.
  • Vaughan, C., Gack, J., Solorazano, H., & Ray, R. (2003). The effect of environmental education on schoolchildren, their parents, and community members: A study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3), 12-21.
  • Vlaardingerbroek, B., & Taylor, T. N. (2007). The environmental knowledge and attitudes of prospective teachers in Lebanon: A comparative study. International Research in Geographical & Environmental Education, 16(2), 120-134.
  • World Commission on Environment and Development (WCED). (1987). Our common future. Oxford and New York: Oxford University Press.
  • Wilson, R. A. (1996). Environmental education programs for preschool children. Journal of Environmental Education, 27(4), 28-33.
  • Yardimci, E., & Bagci Kilic, G. (2010). Children's views of environment and environmental problems. Elementary Education Online, 9(3), 1122-1136.
  • Yavetz, B., Goldman, D., & Pe’er, S. (2009). Environmental literacy of pre-service teachers in Israel: A comparison between students at the onset and end of their studies. Environmental Education Research, 15(4), 393-415.
  • Yilmaz, F., & Gultekin, M. (2012). The pre-service primary school teachers’ opinions related to their program within the context of the environmental issues. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 18, 120-132.
  • Yumusak, A., Sargin, S. A., Baltaci, F., & Kelani, R. R. (2016). Science and mathematics teacher candidates' environmental knowledge, awareness, behavior and attitudes. International Journal of Environmental and Science Education, 11(6), 1337-1346.
  • Zsóka, Á., Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138.

Environmental Issues and Critical Perspectives Mentioned at Public Service Announcements which are Prepared by Primary School Pre-Service Teachers

Yıl 2020, Cilt: 7 Sayı: 4, 143 - 159, 28.09.2020

Öz

The aim of this study is to determine how primary school pre-service teachers approach
environmental issues via public service announcements and their opinions on them. This study was
conducted with case survey model. The study group consisted of 34 primary school pre-service
teachers. Data were gathered via public service announcements which are prepared by primary
school pre-service teachers and structured interview form. For the analysis of the data, descriptive
and content analysis was used. It is determined that pre-service teachers addressed mostly
environmental issues about wastes. Primary school pre-service teachers’ opinion is it is more
effective to raise awareness if individuals see their behaviors’ negative effects and its results on
environment on public service announcements. Content which is not definitive does not make sense
to primary school pre-service teachers. They appreciate more if the content is more emotional and
unique. For this reason, in environmental education, it can be recommended that environmental
issues should be reviewed with their different aspects during environmental education. Also it can
be recommended that there should be different perspectives about this matter and environmental
issues should be associated with real life at environmental education

Kaynakça

  • 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.
  • Alim, M. (2013). The knowledge and attitudes of primary school teaching students toward environment. Easten Georaphical Review, 31, 23-36.
  • Arik, S., & Yilmaz, M. (2017). Prospective science teachers’ attitude toward the environmental problems and their metaphorical perceptions about “environmental pollution. Kastamonu Education Journal, 25(3), 1147-1164.
  • Artun, H., & Okur, M. (2015). Determining the recognition levels of secondary school students regarding concepts of environmental education. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 277-293.
  • Aslan Efe, H. & Baran, M. (2017). The effects of process of developing instructional materials on pre-service teachers’ environmental attitudes, behaviors and perceptions. Van Yuzuncu Yil University Journal of Education, 14(1), 22-46.
  • Bozdemir, H., & Faiz, M. (2018). Ecocentric, antropocentric and antipathetic attitudes of teacher candidates towards the environment. Sakarya University Journal of Education, 8(1), 61-75.
  • Cabuk, M., & Cabuk, F. U. (2017). Investigation of efficiency of the project entitled “I protect the environment with green chemistry” on preschool children’s knowledge level about the environment. Journal of The Intitute of Education Sciences Dumlupınar University, 1(1), 64-74.
  • Cimen, O., & Yilmaz, M. (2014). The influence of transformative learning based environmental education on preservice biology teachers' perception of environmental problems. Bartin University Journal of Faculty of Education, 3(1), 339-359.
  • Dada, D. O., Eames, C., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222.
  • Desjean-Perrotta, B., Moseley, C., & Cantu, L. E. (2008). Preservice teachers' perceptions of the environment: Does ethnicity or dominant residential experience matter? The Journal of Environmental Education, 39(2), 21-32.
  • Di Francesco, D. A., & Young, N. (2011). Seeing climate change: The visual construction of global warming in Canadian national print media. Cultural Geographies, 18(4), 517-536.
  • Dispensa, J. M., & Brulle, R. J. (2003). Media’s social construction of environmental issues: focus on global warming–a comparative study. International Journal of Sociology and Social Policy, 23(10), 74-105.
  • Dogan, Y. & Simsar, A. (2019). Investigation of preservice preschool teachers’ views on environmental problems and relevant suggestions of solution. International Electronic Journal of Elementary Education, 11(2), 151-159.
  • Dogu Ozturk, İ. (2020). Using public service announcements (Psa’s) in health communication: Reading anti cigarette Psa’s by the indicators. Gaziantep University Journal of Social Sciences, 19(1), 170- 189.
  • Erten, S., & Aydogdu, C. (2011). The ecocentric, anthropocentric, antipathetic attitudes toward environment in Turkish and Azerbaijani students. Hacettepe University Journal of Education, 41, 158-169.
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Fettahlioglu, P. (2018). Analysis of the percieved environmental problems according to environmental literacy levels. Mersin University Journal of the Faculty of Education, 14(1), 404-425.
  • Gokce, N. (2009). Using newspapers in environmental education. [Çevre eğitiminde gazetelerden yararlanma]. Journal of International Social Research, 2(6), 251-265.
  • Goldman, D., Yavetz, B., & Pe'er, S. (2014). Student teachers' attainment of environmental literacy in relation to their disciplinary major during undergraduate studies. International Journal of Environmental and Science Education, 9(4), 369-383.
  • Grodziéska-Jurczak, M., Stepska, A., Nieszporek, K., & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical & Environmental Education, 15(1), 62-76.
  • Guven, E. (2013). Development of environmental problems attitude scale and determination of teacher candidates’ attitudes. Gazi University Journal of Gazi Educational Faculty, 33(2), 411- 430.
  • Guzelyurt, T., & Ozkan, Ö. (2017). Environmental education practice in pre-school period: Hello pinecone and sound of pinecone activities. Electronic Turkish Studies, 12(28), 409-428.
  • Hirca, N., & Simsek, H. (2013). Enhancing and evaluating prospective teachers’ techno-pedagogical knowledge integration towards science subject. Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education, 7(1), 57-82.
  • Hill, R. J. (2006). Environmental adult education: Producing polychromatic spaces for a sustainable world. In S. B. Merriam, B. C. Courtenay, & R. M. Cervero (Eds.) Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States (pp. 265-277). San Francisco, CA: Jossey-Bass.
  • Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985-1009.
  • Kahyaoglu, M., Daban, S., & Yangin, S. (2008). Attitudes of primary candidate teachers about environmental. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 11, 42-52.
  • Karasar, N. (2002). Scientific research method. [Bilimsel araştırma yöntemi]. Ankara: Nobel Publishing. Keles, Ö., Uzun, N., & Varnacı Uzun, F. (2010). The change of teacher candidates‟ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.
  • Khalid, T. (2003). Pre-service high school teachers' perceptions of three environmental phenomena. Environmental Education Research, 9(1), 35-50.
  • Kiyici, F. B., Yigit, E. A., & Darcin, E. S. (2014). Investigation of pre-service teacher’s opinion and environmental literacy level change with nature education. Trakya University Journal of Education, 4(1), 17-27.
  • Koc, I. & Kuvac, M. (2016). Preservice science teachers' attitudes toward environment. International Journal of Environmental and Science Education, 11(13), 5925-5941.
  • Kurnaz, M. A., & Yüzbasioglu, M. K. (2013). Investigating the questions placed in high school entrance exams in terms of transitions between some representation types. Bartın University Journal of Faculty of Education, 2(2), 267-279.
  • Lang, J. R. (1999). Tracing changes in teacher environmental education understanding. Australian Journal of Environmental Education, 15, 57-64.
  • Magnus, V.J., Martinez, P., & Pedauye, R. (1997). Analysis of environmental concepts and attitudes among biology degree students. Journal of Environmental Education, 29(1), 28-33.
  • MacKinnon, B., & Fiala, A. (2014). Ethics: Theory and contemporary issues. Nelson Education. Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, California: Sage Publications.
  • Ogunyemi, B., & Ifegbesan, A. (2011). Environmental literacy among preservice social studies teachers: A review of the Nigerian experience. Applied Environmental Education & Communication, 10(1), 7-19.
  • Ozata Yucel, E., & Ozkan, M. (2016). Determining the perceptions of pre-service science teachers regarding environmental problems through word association. International Journal of Learning and Teaching, 8(3), 164-173.
  • Ozata Yucel, E., & Ozkan, M. (2018). Examination of changes in environmental problem perceptions of prospective science teachers: sample of Kocaeli. Pamukkale University Journal of Education, 44(44), 146-160.
  • Ozdemir, O. (2007). A new environmental education perspective: “Education for sustainable development” Education and Science, 32(145), 23-38.
  • Ozdemir, O. (2010). The effects of nature-based environmental education on environmental perception and behavior of primary school students. Pamukkale University Journal of Education, 27(27), 125-138.
  • Ozmen, H., & Ozdemir, S. (2016). Determination of pre-service science and technology teachers’ views on environmetal education. Kastamonu Education Journal, 24(4), 1691-1712.
  • Ozsoy, S., Ozsoy, G., & Kuruyer, H. G. (2011). Turkish pre-service primary school teachers' environmental attitudes: Effects of gender and grade level. Asia-Pacific Forum on Science Learning & Teaching, 12(2), 1- 21.
  • Oztas, F., & Kalipci, E. (2009). Teacher candidates' perception level of environmental pollutant and their risk factors. International Journal of Environmental and Science Education, 4(2), 185-195.
  • Palmer, J. A. (1995). Environmental thinking in the early years: Understanding and misunderstanding of concepts related to waste management. Environmental Education Research, 1(1), 35-45.
  • Patton, M.Q. (1997). How to use qualitative methods in evaluation. Newbury Park, CA: SAGE Publications.
  • Pérez-Rodríguez, U., Varela-Losada, M., Álvarez-Lires, F. J., & Vega-Marcote, P. (2017). Attitudes of preservice teachers: Design and validation of an attitude scale toward environmental education. Journal of Cleaner Production, 164, 634-641.
  • Radio and Television Supreme Council (2012). Retrieved from https://www.rtuk.gov.tr/spotfilmler/3717/3985/kamu-spotlari-yonergesi.html
  • Rider, T. (2005). Education, environmental attitudes and the design professions: A master’s thesis. (Unpublished master’s thesis). Cornell University, New York.
  • Schnotz, W. (2002). Commentary Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101-120.
  • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representations. Learning and Instruction, 13(2), 141-156.
  • Sever, D. (2013). Science teacher candidates' thoughts about global warming studying in Turkey and United Kingdom. Elementary Education Online, 12(4), 1-10.
  • Stapp, W.B., Bennett, D., Bryan, W., Jr., Fulton, J., MacGregor, J., Nowak, P., Swan, J., Wall, R., & Havlick, S. (1969). The concept of environmental education. Journal of Environmental Education, 1(1), 30-31.
  • Stevenson, R. B. (2007). Schooling and environmental education: Contradictions in purpose and practice. Environmental Education Research, 13(2), 139-153.
  • Surmeli, H. (2013). Relationship between pre-school preservice teachers' environmental literacy and science and technology literacy self efficacy beliefs. Educational Research and Reviews, 8(24), 2281-2285.
  • Tal, T. (2010). Pre-service teachers’ reflections on awareness and knowledge following active learning in environmental education. International Research in Geographical and Environmental Education, 19(4), 263-276.
  • Taylor, N., Doff, T., Jenkins, K., & Kennelly, J. (2007). Environmental knowledge and attitudes among a cohort of pre-service primary school teachers in Fiji. International Research in Geographical & Environmental Education, 16(4), 367-379.
  • Tbilisi Declaration (1978). Toward an action plan: A report on the Tbilisi Intergovernmental Conference on Environmental Education. Washington, DC, US Government Printing Office.
  • Thompson, S. C. G., & Barton, M. A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of Environmental Psychology, 14(2), 149-157.
  • Than, N. T. (2001). Awareness of Vietnamese primary school teachers on environmental education. International Research in Geographical and Environmental Education, 10(4), 429-444.
  • Tuncer, G., Tekkaya, C., Sungur, S., Cakiroglu, J., Ertepinar, H., & Kaplowitz, M. (2009). Assessing preservice teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development, 29(4), 426-436.
  • United Nations Educational, Scientific and Cultural Organization- United Nations Environment Programme (1976). The Belgrade charter, Connect: UNESCO-UNEP Environmental Education Newsletter, 1(1), 1–2.
  • Urey, M., Colak, K., Bozdemir Yuzbasioglu, H., & Kaymakcı, S. (2020). Comparison of knowledge levels and misconceptions of science and social studies prospective teachers about atmospheric environmental problems. International Electronic Journal of Environmental Education, 10(2), 216-236.
  • Vaughan, C., Gack, J., Solorazano, H., & Ray, R. (2003). The effect of environmental education on schoolchildren, their parents, and community members: A study of intergenerational and intercommunity learning. The Journal of Environmental Education, 34(3), 12-21.
  • Vlaardingerbroek, B., & Taylor, T. N. (2007). The environmental knowledge and attitudes of prospective teachers in Lebanon: A comparative study. International Research in Geographical & Environmental Education, 16(2), 120-134.
  • World Commission on Environment and Development (WCED). (1987). Our common future. Oxford and New York: Oxford University Press.
  • Wilson, R. A. (1996). Environmental education programs for preschool children. Journal of Environmental Education, 27(4), 28-33.
  • Yardimci, E., & Bagci Kilic, G. (2010). Children's views of environment and environmental problems. Elementary Education Online, 9(3), 1122-1136.
  • Yavetz, B., Goldman, D., & Pe’er, S. (2009). Environmental literacy of pre-service teachers in Israel: A comparison between students at the onset and end of their studies. Environmental Education Research, 15(4), 393-415.
  • Yilmaz, F., & Gultekin, M. (2012). The pre-service primary school teachers’ opinions related to their program within the context of the environmental issues. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 18, 120-132.
  • Yumusak, A., Sargin, S. A., Baltaci, F., & Kelani, R. R. (2016). Science and mathematics teacher candidates' environmental knowledge, awareness, behavior and attitudes. International Journal of Environmental and Science Education, 11(6), 1337-1346.
  • Zsóka, Á., Szerényi, Z. M., Széchy, A., & Kocsis, T. (2013). Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior and everyday pro-environmental activities of Hungarian high school and university students. Journal of Cleaner Production, 48, 126-138.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Hafife Bozdemir

Yayımlanma Tarihi 28 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 4

Kaynak Göster

APA Bozdemir, H. (2020). Environmental Issues and Critical Perspectives Mentioned at Public Service Announcements which are Prepared by Primary School Pre-Service Teachers. International Journal of Psychology and Educational Studies, 7(4), 143-159.