Yakın çevre eğitiminin ilkokul 4. sınıf öğrencilerinin akademik başarısına ve çevreye yönelik tutumuna etkisi
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Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Tezin erişiminin ertelenebilmesi için Enstitünüzce Yönetim Kurulu kararı alınıp resmi yazı ile merkezimize üniversiteniz tarafından gönderilmesi gerekmektedir. Tezlerin internet üzerinden tam metin olarak araştırma hizmetine sunulması amacıyla Yükseköğretim Kurulu Başkanlığının girişimi ile başlatılan yasal süreç sonucunda; 06.03.2018 tarih ve 30352 Sayılı Resmi Gazetede yayınlanan 7100 sayılı Kanunun 10. Maddesi ile 2547 sayılı Yükseköğretim Kanununa, Ek Madde 40 eklenerek "Lisansüstü tezler yetkili kurum ve kuruluşlar tarafından gizlilik kararı alınmadıkça, bilime katkı sağlamak amacıyla Yükseköğretim Kurulu Ulusal Tez Merkezi tarafından elektronik ortamda erişime açılır." hükmü yürürlüğe girmiştir. Bu araştırmada ilkokul 4. sınıf öğrencilerinin yakın çevre eğitimi yoluyla çevreye ilişkin bilgi düzeylerinin ve çevreye yönelik tutumlarının olumlu yönde artırılması amaçlanmıştır. Araştırma 2016-2017 eğitim-öğretim yılı 2. döneminde Ankara merkezinde bulunan bir özel okuldaki ilkokul 4. sınıfa devam eden 44 öğrencinin katılımıyla ön test-son test kontrol gruplu deneysel desen ile yürütülmüştür. Veriler "Ankara Çevre Kitapçığı Başarı Testi" ve Yaşaroğlu'nun (2012) geliştirdiği "Çevreye Yönelik Tutum Ölçeği (ÇYTÖ)" ile elde edilmiştir. Araştırmanın veri toplama sürecinde deney ve kontrol gruplarına ön test ve son test olarak AÇKBT ve ÇYTÖ uygulanmıştır. Ön test ve son test puanlarını karşılaştırmak amacıyla "Karışık Ölçümler İçin İki Faktörlü ANOVA" kullanılmıştır. Deney grubuna haftada 2 ders saati olmak üzere 6 hafta boyunca "Ankara Çevre Kitapçığı" ile eğitim verilmiş ve aynı zamanda normal öğretim programına devam edilmiştir. Kontrol grubuna ise ayrıca bir çevre eğitimi verilmemiş, yalnızca normal öğretim programına devam edilmiştir. Eğitim süreci tamamlandıktan sonra uygulanan son testlerde, Ankara Çevre Kitapçığı ile eğitim verilen ve normal eğitim programına devam eden deney grubunun hem AÇKBT hem de ÇYTÖ puanlarında anlamlı bir artış tespit edilmiştir. Bununla birlikte, yakın çevre eğitimi almayan yalnızca resmi öğretim programına devam eden kontrol grubunun AÇKBT ve ÇYTÖ puanları arasında manidar bir değişim gözlenmemiştir. Bu bilgiler doğrultusunda denilebilir ki, kontrol grubundaki öğrencilerin yakın çevreye ilişkin akademik başarılarında ve çevrelerine karşı olumlu tutum geliştirmelerinde manidar bir değişim saptanmazken, deney grubunda hem yakın çevrelerine ilişkin akademik başarılarının arttığı hem de çevreye yönelik olumlu tutum geliştirdiği sonucuna ulaşılmıştır. Anahtar Kelimeler: Çevre eğitimi, ilkokul, çevre bilgisi, çevre tutumu
In this research, it was aimed to increase the knowledge level of the 4th grade elementary school students about the environment and to develop positive attitude towards the environment by means of close education. The research was performed through experimental design with pretest- posttest control group with the participation of forty-four students attending the 4th grade of elementary school in a private school in the center of Ankara in the second term of 2016-2017 academic year. The data was acquired with the ''Ankara Environment Booklet Success Test'' and the ''Attitudes Scale Towards the Environment (ASTE)'' developed by Yaşaroğlu in 2012. In the data collection process of the research, both AEBST and ASTE were performed as pretest and posttest to the experimental and the control groups. ''Two-factor ANOVA for Complicated Measurements''was used in order to compare pretest and posttest scores. The experiment group was educated with ''Ankara Environment Booklet'' throughout six weeks including two class hours per week and normal education program was continued at the same time. The control group wasn't educated in the environmental education and only the normal education program was continued. A significant increase was found in both the AEBST and ASTE scores of the experimental group that was educated with the Ankara Environment Booklet and attending the normal education program in the posttest carried out after the completion of the education process. On the other hand, there was no meaningful change in the scores between AEBST and ASTE of the control group which only went to the official training program but didn't receive close environmental education. According to this information, it can be said that while there was no significant change on the students in the control group in their academic achievement of close environment and in their positive attitudes towards environment, in the experimental group, both the academic achievement of the close environment increased and the positive attitude towards the environment was developed. Key words: Environmental education, elementary school, environmental knowledge, environmental attitude.
In this research, it was aimed to increase the knowledge level of the 4th grade elementary school students about the environment and to develop positive attitude towards the environment by means of close education. The research was performed through experimental design with pretest- posttest control group with the participation of forty-four students attending the 4th grade of elementary school in a private school in the center of Ankara in the second term of 2016-2017 academic year. The data was acquired with the ''Ankara Environment Booklet Success Test'' and the ''Attitudes Scale Towards the Environment (ASTE)'' developed by Yaşaroğlu in 2012. In the data collection process of the research, both AEBST and ASTE were performed as pretest and posttest to the experimental and the control groups. ''Two-factor ANOVA for Complicated Measurements''was used in order to compare pretest and posttest scores. The experiment group was educated with ''Ankara Environment Booklet'' throughout six weeks including two class hours per week and normal education program was continued at the same time. The control group wasn't educated in the environmental education and only the normal education program was continued. A significant increase was found in both the AEBST and ASTE scores of the experimental group that was educated with the Ankara Environment Booklet and attending the normal education program in the posttest carried out after the completion of the education process. On the other hand, there was no meaningful change in the scores between AEBST and ASTE of the control group which only went to the official training program but didn't receive close environmental education. According to this information, it can be said that while there was no significant change on the students in the control group in their academic achievement of close environment and in their positive attitudes towards environment, in the experimental group, both the academic achievement of the close environment increased and the positive attitude towards the environment was developed. Key words: Environmental education, elementary school, environmental knowledge, environmental attitude.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, , , , , , , , , , ,
