Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2021, Cilt: 11 Sayı: 1, 118 - 133, 30.03.2021

Gökçe Kılıçoğlu

https://doi.org/10.33403/rigeo.841359

Öz

Kaynakça

  • Aksoy, B. & Karatekin, K. (2011). Affective tendencies of undergraduate students in different programmes toward the environment. Turkish Journal of Social Research, 1(3), 23-36.
  • Altunçekiç, A., Yaman, S. & Koray, Ö. (2005). The research on prospective teachers’ self-efficacy belief level and problem solving skills. Kastamonu Education Journal, 13(1), 93-102.
  • Apaydın Timur, S. (2020). Study of self-efficacy levels of social studies teachers in the field of environmental education. (Unpublished master thesis), Aksaray University Institute of Social Sciences, Aksaray.
  • Arık, S. & Yılmaz, 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., Uzunöz, A. & Akbaş, Y. (2013). The evaluation of the factors affecting the levels of environmental literacy of social science prospective teachers. Pamukkale University Journal of Education, 34(II), 1-14.
  • Aydın, N. (2008). Influence of class level, seniority and value orientation on self-efficacy beliefs through environmental education of class teachers and proxective teachers. (Unpublished master thesis), Adnan Menderes University Institute of Social Sciences, Aydın.
  • Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. ZKU Journal of Social Sciences, 6(12), 235-252.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
  • Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175-1184.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. Newyork: W. H. Freeman and Company.
  • Can, A. (2019). Spss ile bilimsel araştırma sürecinde nicel veri analizi. Ankara:Pegem Yayıncılık.
  • Çavuşoğlu, Ü. G. (2019). An analysis of the relationship between pre-service teachers’ environmental education self-efficacy and their attitudes towards sustainable environment. (Unpublished master thesis), Kahramanmaraş Sütçü İmam University Institute of Sciences, Kahramanmaraş.
  • Çetkin, E. (2019). Determination of education faculty students on self-efficacy beliefs about environmental education. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Sciences, Afyonkarahisar.
  • Çıngıl Barış, Ç. (2020). Investigation of pre-service science teachers self-efficacy perceptions toward environmental education in terms of different variables. Manisa Celal Bayar University Journal of Social Sciences, 18(4), 113-126.
  • Erkol, M. & Erbasan, Ö. (2018). Investigation of teachers’ environmental education self-efficacy in terms of different variables. Erzincan University Journal of Education Faculty, 20(3), 810-825.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır?. Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Kahyaoğlu, M. (2011). Relationship between the self efficacy beliefs towards environmental education and the learning styles of pre‐ service teachers. Journal of Educational Sciences Research, 1(2), 67-82.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi (9. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Karatekin, K. & Aksoy, B. (2012). Examination of teacher candidates of social studıes’ environmental literacy level in terms of various variables. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(1), 1423- 1438.
  • Koç. H. & Karatekin, K. (2013). An İnvestigation into geography teacher trainees’ environmental literacy levels with respect to various variables. Marmara Geographical Review, 28, 139-174.
  • Koçak Macun, B., Macun, B. & Safalı, S. (2019). Investigation of teacher self-efficacy levels of teacher candidates and readiness levels for business life. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(1), 549-567.
  • Konakcı, A. A. (2019). Examination of environmental knowledge and environmental education self-sufficiency levels of science teachers and science teacher candidates through various variables. (Unpublished master thesis), Bayburt University Institute of Social Sciences, Bayburt.
  • Miller, A. D., Ramirez, E. M. & Murdock, T. B. (2017). The influence of teachers’ selfefficacy on perceptions: Percieved teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269.
  • Okumuş, S. & Öztürk, B. (2019). Investigating of preservice elementary teachers’ environmental self-efficacy perceptions in terms of various variables. e-Kafkas Journal of Educational Research, 6(2), 9-18.
  • Önen, F. & Öztuna A. (2005). Fen Bilgisi ve Matematik Öğretmenlerinin Özyeterlik Duygusunun Belirlenmesi. İstek Vakfı Okulları 1. Fen ve Matematik Öğretmenleri Sempozyumu. İstanbul.
  • Özbuğutu, E., Karahan, S. & Tan, Ç. (2014). Environmental education and its alternative methods-a literature review. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(25), 393-408.
  • Özdemir, A., Aydın, N. & Akar Vural, R. (2009). A scale development study on self-efficacy beliefs through environmental education. Dokuz Eylül University the Journal of Buca Faculty of Education, 26(2009), 1-8.
  • Özlü, G. (2012). The development of ‘self efficacy scale in environmental education’. (Unpublished master thesis), University Institute of Educational Sciences, Ankara.
  • Özyürek, C., Demirci, F., Güler, H., Sarıgöl, J., Tepe, B. & Çetinkaya, M. (2019). Investigation of pre-service teachers’ environment literacy components by different variables. Mehmet Akif Ersoy University Journal of Education Faculty, 50, 227-253.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 4(2), 116-125.
  • Recepoğlu S. & Recepoğlu, E. (2020). Relationship between prospective teachers’ motivation for teaching profession and sense of efficacy. Hacettepe University Journal of Education, 35(4), 799-814.
  • Timur, S. (2011). Determining environmental literacy levels of preservice science teachers. (Unpublished Ph. D. thesis ), Gazi University Institute of Educational Sciences, Ankara.
  • Turcan, H. G. (2011). Primary school teachers’' examination of the relationship between self-efficacy perceptions and satisfactions business. (Unpublished master thesis), Selçuk University Institute of Educational Sciences, Konya.
  • Türk, Ö. (2008). Research of self-competency and professional satisfaction of primary school teachers. (Unpublished master thesis), Yeditepe University Institute of Social Sciences, İstanbul.
  • Ünlü, İ., Kaşkaya, A. & Kızılkaya, M. F. (2017). Examining the self-efficacy beliefs of social studies teacher candidates in terms of some variables. Journal of Kırşehir Education Faculty. 18(2), 651-668
  • Yılmaz, O. (2016). Evaluation of social studies and science education’s undergraduate programs in terms of environmental education. (Unpublished master thesis), Ahi Evran University Institute of Social Sciences, Kırşehir.
  • Zayimoğlu Öztürk, F., Öztürk, T. & Şahin, A. (2015). The investigation of primary school teacher candidates’ efficacy perception of environmental education. Amasya Education Journal, 4(2), 293-311.

Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates

Yıl 2021, Cilt: 11 Sayı: 1, 118 - 133, 30.03.2021

Gökçe Kılıçoğlu

https://doi.org/10.33403/rigeo.841359

Öz

Self-efficacy is the belief in one's own knowledge, skills and attitudes. This belief significantly affects a person's ability to start, continue, and complete a job. The ability of teacher candidates to have the competencies required by the teaching profession, and to use these competencies effectively, to fulfill the duties and responsibilities required by their profession depends significantly on their self-efficacy. One of the self-efficacy beliefs relates to environmental education. The status of competencies in the self-efficacy of environmental education for teacher candidates' is essential: individual beliefs towards their environment, creating awareness for environmental issues; knowledge, skills and attitudes that enable to develop environmental education. In this study, it was aimed to investigate the perceptions of self-efficacy in environmental education amongst Social Studies teacher candidates according to gender, class level, taking courses with environmental content, membership in an environmental association. The research was conducted as a survey with 155 teacher candidates studying in the Social Studies Education undergraduate program during the 2019-2020 academic year. A personal data form of four dimensions (academic competence perception, responsibility perception, educational competence perception, orientation perception) and an “environmental education self-efficacy perception scale” consisting of 15 items were used as the data collection tools. Data was analyzed using SPSS 20 statistical program. In the study, nonparametric analyses of the Mann-Whitney-U test and the Kruskal Wallis H test were used for an unrelated sample, because descriptive statistics and data obtained from each variable-level scale did not show a normal distribution. As a result of the research, significant differences were found between the scores of Social Studies teacher candidates according to the following criteria: class level in the ‘academic competence perception dimension’, gender in the ‘responsibility perception dimension’, and status of membership in the environmental organization in the ‘educational competence perception dimension’

Anahtar Kelimeler

Environmental Education Self-Efficacy Environmental Education Self-Efficacy Candicate Teacher

Kaynakça

  • Aksoy, B. & Karatekin, K. (2011). Affective tendencies of undergraduate students in different programmes toward the environment. Turkish Journal of Social Research, 1(3), 23-36.
  • Altunçekiç, A., Yaman, S. & Koray, Ö. (2005). The research on prospective teachers’ self-efficacy belief level and problem solving skills. Kastamonu Education Journal, 13(1), 93-102.
  • Apaydın Timur, S. (2020). Study of self-efficacy levels of social studies teachers in the field of environmental education. (Unpublished master thesis), Aksaray University Institute of Social Sciences, Aksaray.
  • Arık, S. & Yılmaz, 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., Uzunöz, A. & Akbaş, Y. (2013). The evaluation of the factors affecting the levels of environmental literacy of social science prospective teachers. Pamukkale University Journal of Education, 34(II), 1-14.
  • Aydın, N. (2008). Influence of class level, seniority and value orientation on self-efficacy beliefs through environmental education of class teachers and proxective teachers. (Unpublished master thesis), Adnan Menderes University Institute of Social Sciences, Aydın.
  • Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. ZKU Journal of Social Sciences, 6(12), 235-252.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
  • Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175-1184.
  • Bandura, A. (1997). Self-efficacy: the exercise of control. Newyork: W. H. Freeman and Company.
  • Can, A. (2019). Spss ile bilimsel araştırma sürecinde nicel veri analizi. Ankara:Pegem Yayıncılık.
  • Çavuşoğlu, Ü. G. (2019). An analysis of the relationship between pre-service teachers’ environmental education self-efficacy and their attitudes towards sustainable environment. (Unpublished master thesis), Kahramanmaraş Sütçü İmam University Institute of Sciences, Kahramanmaraş.
  • Çetkin, E. (2019). Determination of education faculty students on self-efficacy beliefs about environmental education. (Unpublished master thesis), Afyon Kocatepe University Institute of Social Sciences, Afyonkarahisar.
  • Çıngıl Barış, Ç. (2020). Investigation of pre-service science teachers self-efficacy perceptions toward environmental education in terms of different variables. Manisa Celal Bayar University Journal of Social Sciences, 18(4), 113-126.
  • Erkol, M. & Erbasan, Ö. (2018). Investigation of teachers’ environmental education self-efficacy in terms of different variables. Erzincan University Journal of Education Faculty, 20(3), 810-825.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır?. Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Kahyaoğlu, M. (2011). Relationship between the self efficacy beliefs towards environmental education and the learning styles of pre‐ service teachers. Journal of Educational Sciences Research, 1(2), 67-82.
  • Karasar, N. (1999). Bilimsel araştırma yöntemi (9. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Karatekin, K. & Aksoy, B. (2012). Examination of teacher candidates of social studıes’ environmental literacy level in terms of various variables. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(1), 1423- 1438.
  • Koç. H. & Karatekin, K. (2013). An İnvestigation into geography teacher trainees’ environmental literacy levels with respect to various variables. Marmara Geographical Review, 28, 139-174.
  • Koçak Macun, B., Macun, B. & Safalı, S. (2019). Investigation of teacher self-efficacy levels of teacher candidates and readiness levels for business life. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 8(1), 549-567.
  • Konakcı, A. A. (2019). Examination of environmental knowledge and environmental education self-sufficiency levels of science teachers and science teacher candidates through various variables. (Unpublished master thesis), Bayburt University Institute of Social Sciences, Bayburt.
  • Miller, A. D., Ramirez, E. M. & Murdock, T. B. (2017). The influence of teachers’ selfefficacy on perceptions: Percieved teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269.
  • Okumuş, S. & Öztürk, B. (2019). Investigating of preservice elementary teachers’ environmental self-efficacy perceptions in terms of various variables. e-Kafkas Journal of Educational Research, 6(2), 9-18.
  • Önen, F. & Öztuna A. (2005). Fen Bilgisi ve Matematik Öğretmenlerinin Özyeterlik Duygusunun Belirlenmesi. İstek Vakfı Okulları 1. Fen ve Matematik Öğretmenleri Sempozyumu. İstanbul.
  • Özbuğutu, E., Karahan, S. & Tan, Ç. (2014). Environmental education and its alternative methods-a literature review. Mustafa Kemal University Journal of Graduate School of Social Sciences, 11(25), 393-408.
  • Özdemir, A., Aydın, N. & Akar Vural, R. (2009). A scale development study on self-efficacy beliefs through environmental education. Dokuz Eylül University the Journal of Buca Faculty of Education, 26(2009), 1-8.
  • Özlü, G. (2012). The development of ‘self efficacy scale in environmental education’. (Unpublished master thesis), University Institute of Educational Sciences, Ankara.
  • Özyürek, C., Demirci, F., Güler, H., Sarıgöl, J., Tepe, B. & Çetinkaya, M. (2019). Investigation of pre-service teachers’ environment literacy components by different variables. Mehmet Akif Ersoy University Journal of Education Faculty, 50, 227-253.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 4(2), 116-125.
  • Recepoğlu S. & Recepoğlu, E. (2020). Relationship between prospective teachers’ motivation for teaching profession and sense of efficacy. Hacettepe University Journal of Education, 35(4), 799-814.
  • Timur, S. (2011). Determining environmental literacy levels of preservice science teachers. (Unpublished Ph. D. thesis ), Gazi University Institute of Educational Sciences, Ankara.
  • Turcan, H. G. (2011). Primary school teachers’' examination of the relationship between self-efficacy perceptions and satisfactions business. (Unpublished master thesis), Selçuk University Institute of Educational Sciences, Konya.
  • Türk, Ö. (2008). Research of self-competency and professional satisfaction of primary school teachers. (Unpublished master thesis), Yeditepe University Institute of Social Sciences, İstanbul.
  • Ünlü, İ., Kaşkaya, A. & Kızılkaya, M. F. (2017). Examining the self-efficacy beliefs of social studies teacher candidates in terms of some variables. Journal of Kırşehir Education Faculty. 18(2), 651-668
  • Yılmaz, O. (2016). Evaluation of social studies and science education’s undergraduate programs in terms of environmental education. (Unpublished master thesis), Ahi Evran University Institute of Social Sciences, Kırşehir.
  • Zayimoğlu Öztürk, F., Öztürk, T. & Şahin, A. (2015). The investigation of primary school teacher candidates’ efficacy perception of environmental education. Amasya Education Journal, 4(2), 293-311.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gökçe Kılıçoğlu 0000-0002-6125-1853

Yayımlanma Tarihi 30 Mart 2021
Gönderilme Tarihi 15 Aralık 2020
Kabul Tarihi 18 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Kılıçoğlu, G. (2021). Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates. Review of International Geographical Education Online, 11(1), 118-133. https://doi.org/10.33403/rigeo.841359
AMA Kılıçoğlu G. Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates. Review of International Geographical Education Online. Mart 2021;11(1):118-133. doi:10.33403/rigeo.841359
Chicago Kılıçoğlu, Gökçe. “Examination of the Perceptions about Self-Efficacy in Environmental Education Amongst Social Studies Teacher Candidates”. Review of International Geographical Education Online 11, sy. 1 (Mart 2021): 118-33. https://doi.org/10.33403/rigeo.841359.
EndNote Kılıçoğlu G (01 Mart 2021) Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates. Review of International Geographical Education Online 11 1 118–133.
IEEE G. Kılıçoğlu, “Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates”, Review of International Geographical Education Online, c. 11, sy. 1, ss. 118–133, 2021, doi: 10.33403/rigeo.841359.
ISNAD Kılıçoğlu, Gökçe. “Examination of the Perceptions about Self-Efficacy in Environmental Education Amongst Social Studies Teacher Candidates”. Review of International Geographical Education Online 11/1 (Mart 2021), 118-133. https://doi.org/10.33403/rigeo.841359.
JAMA Kılıçoğlu G. Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates. Review of International Geographical Education Online. 2021;11:118–133.
MLA Kılıçoğlu, Gökçe. “Examination of the Perceptions about Self-Efficacy in Environmental Education Amongst Social Studies Teacher Candidates”. Review of International Geographical Education Online, c. 11, sy. 1, 2021, ss. 118-33, doi:10.33403/rigeo.841359.
Vancouver Kılıçoğlu G. Examination of the Perceptions about Self-Efficacy in Environmental Education amongst Social Studies Teacher Candidates. Review of International Geographical Education Online. 2021;11(1):118-33.
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