Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 10 Sayı: 2, 181 - 194, 28.05.2020

Öz

Kaynakça

  • Arnocky, S., & Stroink, M. L. (2011). Variation in environmentalism among university students: Majoring in outdoor recreation, parks, and tourism predicts environmental concerns and behaviors. The Journal of Environmental Education, 42(3), 137–151. https://doi.org/10.1080/00958964.2010.516776
  • Arnold, H. E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. Journal of Environmental Education, 40(3), 27–36. https://doi.org/10.3200/JOEE.40.3.27-36
  • Bandura, A. (1977). Social learning theory. Prentice Hall.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, K. Ş., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri.(12. Basım). Pegem Akademi.
  • Blatt, E. N. (2013). Exploring environmental identity and behavioral change in an Environmental Science course. Cultural Studies of Science Education, 8(2), 467–488. https://doi.org/10.1007/s11422-012-9459-2
  • Blatt, E. N. (2014). Uncovering students’ environmental identity: An exploration of activities in an environmental science course. The Journal of Environmental Education, 45(3), 194–216. https://doi.org/10.1080/00958964.2014.911139
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577–579. https://doi.org/10.1046/j.1523-1739.2002.01633.x
  • Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15–26. https://doi.org/10.1080/00958969909598628
  • Clayton, S. (2003). Environmental identity: Conceptual and operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 45–65). MIT Press.
  • Clayton, S., & Kilinç, A. (2013). Proenvironmental concern and behavior in Turkey: The role of national and environmental identity. Psyecology, 4(3), 311–330. https://doi.org/10.1174/217119713807749850
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. University of Nebraska–Lincoln.
  • Duerden, M. D., & Witt, P. A. (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(4), 379–392. https://doi.org/10.1016/j.jenvp.2010.03.007
  • Eames, C., Barker, M., & Scarff, C. (2018). Priorities, identity and the environment: Negotiating the early teenage years. The Journal of Environmental Education, 49(3), 189–206. https://doi.org/10.1080/00958964.2017.1415195
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed). SAGE Publications.
  • Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro‐environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034
  • Green, C. (2017). Children environmental identity development in an Alaska Native rural context. International Journal of Early Childhood, 49(3), 303–319. https://doi.org/10.1007/s13158-017-0204-6
  • Hammond, D. E., McFarland, A. L., Zajicek, J. M., & Waliczek, T. M. (2011). Growing minds: The relationship between parental attitudes toward their child’s outdoor recreation and their child’s health. hortTechnology, 21(2), 217–224. https://doi.org/10.21273/HORTTECH.21.2.217
  • Holmes, S. J. (2003). Some lives and some theories. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 25–41). MIT Press.
  • Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  • McFarland, A. L., Zajicek, J. M., & Waliczek, T. M. (2014). The relationship between parental attitudes toward nature and the amount of time children spend in outdoor recreation. Journal of Leisure Research, 46(5), 525–539. https://doi.org/10.1080/00222216.2014.11950341
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale: Linking individuals’ connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715–740. https://doi.org/10.1177/0013916508318748 Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67–88. https://doi.org/10.1080/13504620124658
  • Prévot, A. C., Clayton, S., & Mathevet, R. (2018). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research, 24(2), 263–279. https://doi.org/10.1080/13504622.2016.1249456
  • Sauvé, L., & Van Steenberghe, E. (2015). Identités et engagements: Enjeux pour l’éducation relative à l’environnement. Education Relative à l’environnement—Regards, Recherches, & Réflexions, 7–19.
  • Soga, M., & Gaston, K. J. (2016). Extinction of experience: The loss of human–nature interactions. Frontiers in Ecology and the Environment, 14(2), 94–101. https://doi.org/10.1002/fee.1225
  • Schultz, P. W., & Tabanico, J. (2007). Self, identity, and the natural environment: Exploring implicit connections with nature. Journal of Applied Social Psychology, 37(6), 1219–1247. https://doi.org/10.1111/j.1559-1816.2007.00210.x
  • Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. The Journal of Environmental Education, 46(2), 94–113. https://doi.org/10.1080/00958964.2014.1000813
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (Baloğlu, M. Çev.). Nobel Yayın Dağıtım.
  • Tindall, D. B., Davies, S., & Mauboulès, C. (2003). Activism and conservation behavior in an environmental movement: The contradictory effects of gender. Society and Natural Resources, 16(10), 909–932. https://doi.org/10.1080/716100620
  • Tugurian, L. P., & Carrier, S. J. (2017). Children’s environmental identity and the elementary science classroom. The Journal of Environmental Education, 48(3), 143–153. https://doi.org/10.1080/00958964.2016.1191415
  • UNESCO. (1978). The Tbilisi decleration: Final report intergovernmental conference on environmental education. Organized by UNESCO in corporation with UNEP. http://unesdoc.unesco.org/images/0003/000327/032763eo.pdf. Erişim Tarihi: 14.03.2020.
  • Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1), 1–24.
  • Williams, C. C., & Chawla, L. (2016). Environmental identity formation in non-formal environmental education programs. Environmental Education Research, 22(7), 978–1001. https://doi.org/10.1080/13504622.2015.1055553
  • Zavestoski, S. (2003). Constructing and maintaining ecological identities: The strategies of deep ecologists. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 297–316). MIT Press.

Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables

Yıl 2020, Cilt: 10 Sayı: 2, 181 - 194, 28.05.2020

Öz

This study examines how environmental identity of pre-service teachers studying in different departments of faculty of education has changed in some variables (such as their departments, gender, hometown, families’ place of residence, enrollment to courses about the environment, activities about the environment, and their membership to non-governmental organizations about the environment). The survey method was used in the current study. The sample comprised 644 prospective teachers. In this study, Environmental Identity Scale was used to collect the data. The data were analyzed using independent samples t-test and one-way ANOVA. The results showed that the prospective teachers studying social studies teaching programs had a significantly lower environmental identity than those studying in other departments (i.e., science teaching, Turkish teaching, early childhood teaching, and elementary school teaching). Additionally, prospective teachers’ environmental identity levels did not differ according to their gender and whether they are members of an environmental non-governmental organization. Furthermore, it was observed that prospective teachers who grew up in rural areas and whose families lived in rural areas had a higher environmental identity than those who grew up in urban areas and whose families lived in urban areas. Moreover, the results showed that the prospective teachers who took environmental courses and who participated in environmental activities had a high environmental identity

Kaynakça

  • Arnocky, S., & Stroink, M. L. (2011). Variation in environmentalism among university students: Majoring in outdoor recreation, parks, and tourism predicts environmental concerns and behaviors. The Journal of Environmental Education, 42(3), 137–151. https://doi.org/10.1080/00958964.2010.516776
  • Arnold, H. E., Cohen, F. G., & Warner, A. (2009). Youth and environmental action: Perspectives of young environmental leaders on their formative influences. Journal of Environmental Education, 40(3), 27–36. https://doi.org/10.3200/JOEE.40.3.27-36
  • Bandura, A. (1977). Social learning theory. Prentice Hall.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, K. Ş., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri.(12. Basım). Pegem Akademi.
  • Blatt, E. N. (2013). Exploring environmental identity and behavioral change in an Environmental Science course. Cultural Studies of Science Education, 8(2), 467–488. https://doi.org/10.1007/s11422-012-9459-2
  • Blatt, E. N. (2014). Uncovering students’ environmental identity: An exploration of activities in an environmental science course. The Journal of Environmental Education, 45(3), 194–216. https://doi.org/10.1080/00958964.2014.911139
  • Brewer, C. (2002). Conservation education partnerships in schoolyard laboratories: A call back to action. Conservation Biology, 16(3), 577–579. https://doi.org/10.1046/j.1523-1739.2002.01633.x
  • Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15–26. https://doi.org/10.1080/00958969909598628
  • Clayton, S. (2003). Environmental identity: Conceptual and operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 45–65). MIT Press.
  • Clayton, S., & Kilinç, A. (2013). Proenvironmental concern and behavior in Turkey: The role of national and environmental identity. Psyecology, 4(3), 311–330. https://doi.org/10.1174/217119713807749850
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. University of Nebraska–Lincoln.
  • Duerden, M. D., & Witt, P. A. (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(4), 379–392. https://doi.org/10.1016/j.jenvp.2010.03.007
  • Eames, C., Barker, M., & Scarff, C. (2018). Priorities, identity and the environment: Negotiating the early teenage years. The Journal of Environmental Education, 49(3), 189–206. https://doi.org/10.1080/00958964.2017.1415195
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed). SAGE Publications.
  • Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro‐environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034
  • Green, C. (2017). Children environmental identity development in an Alaska Native rural context. International Journal of Early Childhood, 49(3), 303–319. https://doi.org/10.1007/s13158-017-0204-6
  • Hammond, D. E., McFarland, A. L., Zajicek, J. M., & Waliczek, T. M. (2011). Growing minds: The relationship between parental attitudes toward their child’s outdoor recreation and their child’s health. hortTechnology, 21(2), 217–224. https://doi.org/10.21273/HORTTECH.21.2.217
  • Holmes, S. J. (2003). Some lives and some theories. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 25–41). MIT Press.
  • Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
  • McFarland, A. L., Zajicek, J. M., & Waliczek, T. M. (2014). The relationship between parental attitudes toward nature and the amount of time children spend in outdoor recreation. Journal of Leisure Research, 46(5), 525–539. https://doi.org/10.1080/00222216.2014.11950341
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale: Linking individuals’ connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715–740. https://doi.org/10.1177/0013916508318748 Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67–88. https://doi.org/10.1080/13504620124658
  • Prévot, A. C., Clayton, S., & Mathevet, R. (2018). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research, 24(2), 263–279. https://doi.org/10.1080/13504622.2016.1249456
  • Sauvé, L., & Van Steenberghe, E. (2015). Identités et engagements: Enjeux pour l’éducation relative à l’environnement. Education Relative à l’environnement—Regards, Recherches, & Réflexions, 7–19.
  • Soga, M., & Gaston, K. J. (2016). Extinction of experience: The loss of human–nature interactions. Frontiers in Ecology and the Environment, 14(2), 94–101. https://doi.org/10.1002/fee.1225
  • Schultz, P. W., & Tabanico, J. (2007). Self, identity, and the natural environment: Exploring implicit connections with nature. Journal of Applied Social Psychology, 37(6), 1219–1247. https://doi.org/10.1111/j.1559-1816.2007.00210.x
  • Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. The Journal of Environmental Education, 46(2), 94–113. https://doi.org/10.1080/00958964.2014.1000813
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı [Using multivariate statistics] (Baloğlu, M. Çev.). Nobel Yayın Dağıtım.
  • Tindall, D. B., Davies, S., & Mauboulès, C. (2003). Activism and conservation behavior in an environmental movement: The contradictory effects of gender. Society and Natural Resources, 16(10), 909–932. https://doi.org/10.1080/716100620
  • Tugurian, L. P., & Carrier, S. J. (2017). Children’s environmental identity and the elementary science classroom. The Journal of Environmental Education, 48(3), 143–153. https://doi.org/10.1080/00958964.2016.1191415
  • UNESCO. (1978). The Tbilisi decleration: Final report intergovernmental conference on environmental education. Organized by UNESCO in corporation with UNEP. http://unesdoc.unesco.org/images/0003/000327/032763eo.pdf. Erişim Tarihi: 14.03.2020.
  • Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environments, 16(1), 1–24.
  • Williams, C. C., & Chawla, L. (2016). Environmental identity formation in non-formal environmental education programs. Environmental Education Research, 22(7), 978–1001. https://doi.org/10.1080/13504622.2015.1055553
  • Zavestoski, S. (2003). Constructing and maintaining ecological identities: The strategies of deep ecologists. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment: The psychological significance of nature (pp. 297–316). MIT Press.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Papers
Yazarlar

Murat Pektaş 0000-0002-7205-6279

Özge Çiçek Bu kişi benim 0000-0002-2630-9466

Yayımlanma Tarihi 28 Mayıs 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 2

Kaynak Göster

APA Pektaş, M., & Çiçek, Ö. (2020). Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables. International Electronic Journal of Environmental Education, 10(2), 181-194.
AMA Pektaş M, Çiçek Ö. Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables. IEJEE-Green. Mayıs 2020;10(2):181-194.
Chicago Pektaş, Murat, ve Özge Çiçek. “Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables”. International Electronic Journal of Environmental Education 10, sy. 2 (Mayıs 2020): 181-94.
EndNote Pektaş M, Çiçek Ö (01 Mayıs 2020) Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables. International Electronic Journal of Environmental Education 10 2 181–194.
IEEE M. Pektaş ve Ö. Çiçek, “Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables”, IEJEE-Green, c. 10, sy. 2, ss. 181–194, 2020.
ISNAD Pektaş, Murat - Çiçek, Özge. “Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables”. International Electronic Journal of Environmental Education 10/2 (Mayıs 2020), 181-194.
JAMA Pektaş M, Çiçek Ö. Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables. IEJEE-Green. 2020;10:181–194.
MLA Pektaş, Murat ve Özge Çiçek. “Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables”. International Electronic Journal of Environmental Education, c. 10, sy. 2, 2020, ss. 181-94.
Vancouver Pektaş M, Çiçek Ö. Analysis of Prospective Teachers’ Environmental Identities in Terms of Some Variables. IEJEE-Green. 2020;10(2):181-94.