Journals / International Electronic Journal of Environmental Education / 2014 / Cilt: 4 - Sayı: 2

Graduate Students, Study of Environmental Literacy and Sustainable Development

Pages
71–83
Publication Date
2015-11-30
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)

This study is significant to prepare a background for the studies in this field and to make contribution to the literature.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to explore the level of environmental literacy of the graduate students in Amasya University; their approach to environment and environmental issues; and to investigate their beliefs about the sustainable development.
📊
Key Findings & Data:The sample of the study is 5 graduate students studying at Amasya University, 3 female and 2 male, in 2012-2013 academic year.
💡
Conclusion & Impact:This study is significant to prepare a background for the studies in this field and to make contribution to the literature.
🔬Design:Research Article
📍Scope:2012-2013 Verileri
⚙️Variables:Environmental literacy · sustainable development · graduate students

Abstract

The aim of this study is to explore the level of environmental literacy of the graduate students in Amasya University; their approach to environment and environmental issues; and to investigate their beliefs about the sustainable development. The sample of the study is 5 graduate students studying at Amasya University, 3 female and 2 male, in 2012-2013 academic year. The interviews, each of which lasted about 20-25 minutes, were conducted with graduate students. The data collected was analyzed by using content analysis. According to the findings, environmental knowledge of graduate students is not at a high level but their approach to environment and environmental issues, interest of environmental education is at a high level. In addition, they have positive awareness about sustainable development. Graduate students are the teachers or the academics of the future. Therefore, these students' environmental knowledge and attitudes towards environment, sensitivity and interest have a great importance with regard to the solution of environmental problems. With this in mind, further studies like this might be conducted. This study is significant to prepare a background for the studies in this field and to make contribution to the literature.

🔖

Cite This Article

OZGURLER, S., CANSARAN, A. (2015). Graduate Students, Study of Environmental Literacy and Sustainable Development. International Electronic Journal of Environmental Education, Cilt: 4 - Sayı: 2, 71–83. https://ajindex.com/articles/861410

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Albayrak, A. S. (2006). Uygulamalı çok değişkenli istatistik teknikleri (1. bs.). Ankara:
  2. Asil Yayın Dağıtım. Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A study on children’s environmental knowledge and attitudes: The effect of grade level and gender. International Research in Geographical and Environmental Education, 15, 210-223.
  3. Barr, S. (2003). Strategies for sustainability: citizens and responsible environmental behavior. Area, 35(3), 227-240.
  4. Berberoglu, G., ve Tosunoglu, C. (1995). Exploratory and confirmatory factor analyses of an environmental attitude scale (EAS) for Turkish university students. The Journal of Environmental Education, 26, 40-44.
  5. Cappellaro, E. v.d. (2011), Yetişkinler İçin Yapılan Uygulamalı Çevre Eğitimine Bir Örnek: Su Farkındalığı Eğitimi, Türk Fen Eğitimi Dergisi, Yıl 8,Sayı 2. CELP. (2005). The Canadian Environmental Literacy Project (CELP). Annual Report. Gürbüz, H. & Çakmak, M. & Derman, M. (2012). Biyoloji Öğretmen Adaylarının Sürdürülebilir Çevreye Yönelik Tutumları, Türk Bilimsel Derlemeler Dergisi 144-149, 2013.
  6. Hsu, S. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The Journal of Environmental Education, 35, 37-48. Kaplowitz M. D., ve Levine R. (2005). How environmental knowledge measures up at a Big Ten university. Environmental Education Research, 11(2), 143–160.
  7. Kara, C. (1999). Mass media and environmental knowledge of secondary school students in Hong Kong. The Environmentalist, 19, 85-97.
  8. Karatekin, K. & Aksoy, B. (2012) Sosyal Bilgiler Öğretmen Adaylarının Çevre Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi Internatıonal Periodical For The Languages, Literature and History of Turkish or Turkic Volume 7/1 Winter 2012, p.1423-1438,
  9. TURKEY. Kaya, M.F. & Tomal, N. (2011) Sosyal Bilgiler Dersi Öğretim Programı’nın Sürdürülebilir Kalkınma Eğitimi Açısından İncelenmesi, Eğitim Bilimleri Araştırmaları Dergisi. Kışoğlu, M. v.d. (2010). Çevre Okuryazarlığı ve Çevre Okuryazarlığıyla İlgili Türküye’de Yapılan Çalışmaların Değerlendirilmes, International Online Journal of Educational Science. McKeown, R. (2002). Progress has been made in education for sustainable development. Applied Environmental Education and Communication, 1, 21–23.
  10. Moody G., Alkaff H., Garrison D., & Golley F. (2005). Assessing the environmental literacy requirement at the University of Geo