SavedAdd your journal

Journals / Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2016 / Sayı: 18

Effect of Environmental Education Program Integrated with Preschool Curriculum on Children's Mental Model Development about "Environment" Concept

OKUL ÖNCESİ EĞİTİM PROGRAMINA KAYNAŞTIRILAN ÇEVRE EĞİTİMİ PROGRAMININ ÇOCUKLARIN "ÇEVRE" KAVRAMI HAKKINDAKİ ZİHİNSEL MODEL GELİŞİMİNE ETKİSİ1

Berat AHİ
Fatma ALİSİNANOĞLU
Pages
305–329
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

After analysing all the findings, it is seen that environmental education programme merged with preschool education programme help to children to develop mental models about the environment.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The main object of this research is to determine the effect of the environmental education programme merged with preschool education programme on the 48-66 month children's mental model development about the concept of environment.
📊
Key Findings & Data:The study group of the research consists of 52 children in total, who take part in experiment and control groups.
💡
Conclusion & Impact:After analysing all the findings, it is seen that environmental education programme merged with preschool education programme help to children to develop mental models about the environment.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The main object of this research is to determine the effect of the environmental education programme merged with preschool education programme on the 48-66 month children's mental model development about the concept of environment. The study group of the research consists of 52 children in total, who take part in experiment and control groups. The research is of triangular integrated design, and its quantitative dimension is conducted in quasi-experimental design with pretest-posttest control group, whereas its qualitative dimension is conducted based on social constructivist philosophy using phenomenologic method. The children's drawings are transformed into quantitative datas with a Draw An Environment Test-Rubric, DAET-R. After collecting data, environmental education programme merged with preschool education programme is provided wich required change on mental model about "environment". After analysing all the findings, it is seen that environmental education programme merged with preschool education programme help to children to develop mental models about the environment.

Özet

Bu araştırmanın amacı okul öncesi eğitim alan çocukların okul öncesi eğitim programına kaynaştırılan çevre eğitimi programının çocukların çevre kavramı hakkındaki zihinsel model gelişimine etkisini belirlemektir. Araştırma kapsamında 52, 48-66 aylık çocuklarla çalışılmıştır. Araştırma karma desen modelinde yürütülmüştür. Araştırmanın verilerini çocukların çizimleri oluşturmaktadır. Çizimler Draw An Environment Test-Rubric (DAET-R) aracılığıyla puanlanmıştır. Araştırma sonucunda okul öncesi eğitim programına kaynaştırılan çevre eğitiminin çocukların çevre kavramına yönelik zihinsel modellerinde istendik değişiklikler sağladığı tespit edilmiştir. Bu sonuçtan yola çıkılarak, çevre eğitiminin mümkün olan en erken yaşta verilmesinin önemli olduğu düşünülmektedir.

🔖

Cite This Article

AHİ, B., ALİSİNANOĞLU, F. (2016). Effect of Environmental Education Program Integrated with Preschool Curriculum on Children's Mental Model Development about "Environment" Concept. Kafkas Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Sayı: 18, 305–329. https://ajindex.com/articles/203843

References (13)

  1. BARRAZA, L. 1999: "Children's Drawings about the Environment", Environmental Education Research, 5 (1), 49-66.
  2. BASILE, C. G.-WHITE, C. 2000: "Respecting Living Thinks: Environmental Literacy for Young Children", Early Childhood Education Journal, 28(1), 57-61.
  3. BREWER, J. A. 2006: "Introduction to Early Childhood Education:Preschool Through Primary Grades", (Sixth Edition). Boston: Pearson. BRUNING, R. H.-SCHRAW, G. J.-NORBY, M. M. 2014: "Bilişsel Psikoloji ve Öğretim", (Z. N. Ersözlü ve R. Ülker, Çev.). Ankara:
  4. Nobel. BURMAN, E. 1994: "Deconstructing Developmental Psychology", New York: Routledge. CEVHER KALBURAN, F. N. 2009: "Çocuklar İçin Çevresel Tutum Ölçeğı?" ı?le "Yenı? Ekolojı?k Paradı?gma Ölçeğı?"nı?n Geçerlı?k Güvenı?rlı?k Çalışması ve Çevre Eğitı?m Programının Etkı?sı?nı?n iİncelenmesı?", Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  5. CHAPMAN, D.-SHARMA, K. 2001: "Environmental Attitudes and Behavior of Primary and Secondary Students in Asian Cities: Am Preview Strategy for Implementing an Eco-schools Programme", The Environmentalist, 21, 265-272.
  6. COATES, E. 2002: "'I Forgot the Sky' Children's Stories Contained within Their Drawings", International Journal of Early Years, 10 (1), 21-35.
  7. COPPLE, C.-BREDEKAMP, S. 2013: "Developmentally Appropriate practice: Focus on Infants and Toddlers", Washington DC: National Association for the Education of Young Children. COX, S. 2005: "Intention and Meaning in Young Children's Drawing", NSEAD, 24 (2), 115-125
  8. CRESWELL, J. W. 2007: "Qualitative Inquiry & Research Design. Choosing Among Five Approaches", (2nd. Edition). London: SAGE. DAVIS, J. 1998: "Young Children, Environmental Education and Future", Early Childhood Education Journal, 26(2), 117-123.
  9. DOVE, J. E.-EVERETT, L. A.-PREECE, F. W. 1999: "Exploring a Hydrological Concept Through Children's Drawing", International Journal of Science Education, 21(5), 485-497.
  10. DUHN, I. 2012: "Making 'Place' for Ecological Sustainability in Early Childhood Education", Environmental Education Research, 18(1), 19-29.
  11. DUNLAP, R. E.-VAN LIERE, K. D.-MERTIG, A. G.-JONES, R. E. 2000: "Measuring Endorsement of the new Ecological Paradigm: A Revised Nep Scale", Journal of Social Issues, 56(3), 425-442.
  12. EINARSDOTTIR, J.-DOCKETT, S.-PERRY, B. 2009: "Making Meaning: Children's Perspectives Expressed Through Drawings", Early Child Development and Care, 179 (2), 217-232.
  13. ERKUŞ, A. 2011: "Davranış Bilimleri İçin Bilimsel Araştırma Süreci", (3. Baskı). Ankara: Se