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Bu araştırmada Fen Bilgisi öğretmen adaylarının su tüketimi, su bilinci ve su tasarrufu konusundaki davranışlarının belirlenmesi amaçlanmıştır. Araştırma; tarama modeli kullanılarak, Türkiye’nin kuzeyinde yer alan bir devlet üniversitesinin Eğitim Fakültesi Fen Bilgisi Eğitimi Anabilim Dalı 4. sınıfında öğrenim gören toplam 83 öğretmen adayı ile yürütülmüştür. Araştırmadaki veriler, Çankaya ve İşçen (2014) tarafından geliştirilen 16 madde 5 faktörden oluşan “Su Tüketim Davranışları Ölçeği” ile toplanmıştır. Araştırmadan elde edilen verilerin analizi SPSS istatistik programı ile gerçekleştirilmiştir. Araştırma sonucunda öğretmen adaylarının su tüketim davranışları alt faktörlerine ait ortalamaların birbirine yakın olduğu, su bilinci faktörü ortalamasının ise bu değerlerin altında kaldığı görülmüştür. Ayrıca araştırma sonucunda öğretmen adaylarının su tüketim davranışlarında; yaşanan yer ile anlamlı farklılık bulunmazken (t(81) = 0,571, p > ,05), su tasarrufu konusunda çevresini uyaran ve su tasarrufu yapan öğretmen adayları lehine anlamlı farklılık olduğu ( (uyaran)= 58,04, (uyarmayan)= 44,25), su tüketim davranışları ile su tasarrufu yapma zamanları arasında da istatistiksel olarak anlamlılık görüldüğü (X2(3)=18,913, p ,05) belirlenmiştir. Öğretmen adaylarının su tüketimi davranışları dikkate alındığında bireylerin sahip oldukları bilgileri davranışa dönüştürmede zorlandıkları görülmüş; erken zamanda başlanacak eğitimler ve medya, kurum-kuruluşların desteği ile bireylerdeki su, su kirliliği, su döngüsü, su tasarrufu ve su tüketimi konularındaki kavram yanılgılarının tespit edilmesi gerekliliği ortaya çıkmıştır. Öğretmen adaylarının eğitim programlarının güncellenmesi gerekmektedir.
This study aims to identify the behavior of teachers in the field of water consumption, water consciousness and water savings. Research; using the scanning model, a state university located in the north of Turkey has been conducted with a total of 83 teachers candidates who have studied in the 4th grade of the Faculty of Education of Science and Information Education Department of Anabilities. The data in the study were collected with the "Water Consumption Behavior Scale" consisting of 16 article 5 factors developed by Çankaya and Workers (2014) . The analysis of the data obtained from the research was carried out through the SPSS statistical program. The study found that the average of the water consumption behaviors of the teacher candidates were close to each other, and the average of the water consciousness factor remained below these values. In addition, the research results show that the teachers' behavior of the water consumption; where there is no significant difference with the place in which they live (t) ( 8 ) = 0,571, p > ,05), that there is a significant difference in the benefit of the teachers candidates who warn their surroundings about water savings and water savings ( (warn) = 58,04, (not awake) = 44,25), that there is a statistically significant difference between water consumption behaviors and water savings times (X) 2 and (3) =18,913, p,05 is determined. Teachers candidates have seen difficulty converting the information they have into behavior when taking into account water consumption behaviors; the need for early training and the support of the media, institutions and organizations has emerged to identify conceptual errors in the issues of water, water pollution, water cycle, water savings and water consumption in individuals. Teacher candidates need to be updated on their training programs.
The aim of this study is to determine the behaviors of science teacher candidates about water consumption, water awareness and water saving. Research is conducted at Department of Science Education in a state university located in the north of Turkey with a total of 83 teacher canditates studying at 4th grade by using scanning model. The data in the research are collected by using the “Water Consumption Behavior Scale” which is composed of 16 items and 5 factors developed by Çankaya and İşçen (2014). The data obtained from the research are analyzed with SPSS statistical program. As a result of this research, it is seen that the average of the sub-factors of teacher candidates' water consumption behavior is close to each other and average value of water consciousness factor is remained below of these values. In addition, while there is no significant difference with the place of residence (t(81)=0,571, p> ,05), there is a significant difference in favor of prospective teacher candidates who warn about environment and save water ( (stimulus) = 58,04, (non-stimulation) = 44,25) in terms of water consumption behaviors of teacher candidates and it is found that there is a statistically significant difference between water consumption behaviors and water saving times (X2(3)=18,913, p< ,05). When the water consumption behaviors of the teacher candidates were taken into consideration, it was seen that individuals had difficulty in transforming their knowledge into behaviors, so it is necessary to identify misconceptions about water, water pollution, water cycle, water saving and water consumption in individuals by education to start at an early age and help of media, institutions and organizations Educational programs of teacher candidates must be updated.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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