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Bu araştırmanın amacı aktif öğrenmeye dayalı öğretimin okul öncesi öğretmen adaylarının çevre etiği farkındalıklarına, çevreye yönelik davranışlarına ve çevre eğitimi özyeterliklerine etkisinin olup olmadığını belirlemektir. Araştırma 2017-2018 öğretim yılı güz döneminde “Çevre Eğitimi ve Sürdürülebilirlik” dersi kapsamında 29 Okul öncesi öğretmen adayı ile yürütülmüştür. Araştırma verileri Çevre Etiği Farkındalık Ölçeği, Çevre Davranış Ölçeği ve Çevre Eğitimi Özyeterlik Ölçeği ile toplanmıştır. Araştırma zenginleştirilmiş desen temelinde gerçekleştirilmiştir. Karma bir özellik taşıyan bu desenin nicel kısmında zayıf deneysel desen uygulanmış ve veriler SPSS 22 programında analiz edilmiştir. Araştırma kapsamında öğretmen adaylarından çevreye ilişkin filmleri analiz etmeleri, çevre konusundaki makaleleri incelemeleri ve çevreye ilişkin geliştirdikleri etkinlikleri içeren ders sunumları yapmaları istenmiştir. Araştırmanın ön test-son test sonuçlarına göre aktif öğrenmeye dayalı etkinliklerin öğretmen adaylarının çevre etiği farkındalıklarında ve çevre davranışlarında anlamlı farklılık yaratmadığı çevre eğitimi özyeterliklerinde ise olumlu yönde değişiklik oluşturduğu tespit edilmiştir.
The aim of this research is to determine whether active learning-based teaching has an impact on the environmental ethics awareness, environmental behavior and environmental education self-quality of pre-school teachers. The research was carried out in the course "Environmental Education and Sustainability" in the 2017-2018 academic year with 29 pre-school teachers candidates. The research data is collected with the Environmental Ethics Awareness Scale, Environmental Behavior Scale and Environmental Education Self-Eligibility Scale. The research was done on the basis of enriched patterns. Weak experimental patterns have been applied to the quantity of this pattern, which has a mixed feature, and the data have been analyzed in the SPSS 22 program. In the framework of the research, teachers were asked to analyze the film about the environment, study the articles about the environment and present lessons including the activities they developed about the environment. According to the study’s pre-test-final test results, active learning-based activities did not make significant differences in the environmental ethics awareness and environmental behavior of teachers candidates; and in the environmental education objectivities, positive changes were found.
The aim of this research is to determine whether active learning-based instruction effects preschool teacher candidates’ awareness of environmental ethics, environmental behaviors and environmental education self-efficacy. The study was carried out with 29 preschool teacher candidates within the scope of “Environmental Education and Sustainability” course in the Fall semester of 2017-2018 academic year. Data were obtained through Environmental Ethics Awareness Scale, Environmental Behavior Scale, and Environmental Education Self-Efficacy Scale. The research was based on triangulation design which is mixed method and quantitative part of it the research data obtained on weak experimental design study. The data were analyzed in the SPSS 22 program. In the scope of the study, teacher candidates were asked to analyze the films related to environment, to examine the articles concerning the environment, and make presentations with the activities that they developed regarding the environment. The findings of the study revealed that activities based on active learning did not make a significant difference in teacher candidates’ awareness of environmental ethics and environmental behaviors, but it had positive effects on their self-efficacy in environmental education.
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