Publication: Çevre dostu eğitim programının 60-72 aylık çocukların sürdürülebilirlik ve çevresel farkındalıkları üzerindeki etkisinin incelenmesi
Abstract
Bu çalışma, okul öncesi dönemde sürdürülebilirlik ve çevre eğitiminin 60-72 aylık çocukların sürdürülebilirlik üzerine farkındalık ve bilinçlilik; aynı zamanda çevreye yönelik tutum ve çevre bilinci üzerindeki etkilerini incelemeyi amaçlamaktadır. Araştırmanın temel amacı, sürdürülebilirlik ilkeleri doğrultusunda geliştirilmiş eğitim programının çocukların çevresel tutum ve davranışlarına olan katkılarını değerlendirmektir. Çalışmada, ön test-son test kontrol gruplu deneysel araştırma modeli kullanılmıştır. Araştırmaya, 60-72 aylık çocuklar katılmış ve deney ve kontrol gruplarına ayrılmıştır. Deney grubuna araştırmacı tarafından, MEB Okul Öncesi Eğitim Programına uygun olarak hazırlanmış “Çevre Dostu Eğitim uygulanırken, kontrol grubuna herhangi bir müdahalede bulunulmamıştır. Program kapsamında çevre kirliliği, enerji tasarrufu, geri dönüşüm, iklim değişikliği, organik tarım ve sağlıklı beslenme gibi konular işlenmiştir. Araştırmada kullanılan veri toplama araçları arasında Kişisel Bilgi Formu, 60-72 Aylık Çocuklar İçin Çevreye Yönelik Sürdürülebilir Davranışları Değerlendirme Ölçeği ve Okul Öncesi Çocuklar İçin Çevre Farkındalığı ve Tutum Ölçeği (EAASPC) bulunmaktadır. Bu araçlar, çocukların çevresel farkındalık ve tutumlarını değerlendirmek amacıyla kullanılmıştır. Araştırmanın bulguları, Çevre Dostu Eğitim Programının çocukların çevresel farkındalık ve bilinç düzeylerini anlamlı ölçüde artırdığını göstermektedir. Deney grubundaki çocukların, program sonrasında çevresel tutum ve davranışlarında önemli gelişim kaydettiği belirlenmiştir. Deney ve kontrol gruplarının ön test-son test sonuçları karşılaştırıldığında, deney grubunun çevresel farkındalık ve tutum puanlarının kontrol grubuna göre daha yüksek olduğu görülmüştür. Sonuç olarak, sürdürülebilirlik ve çevre eğitiminin çocukların çevresel farkındalıklarını ve sürdürülebilir davranışlarını geliştirmede önemli bir rol oynadığı ortaya konmuştur. Bu nedenle, eğitim programlarının çocukların ilgisini çekecek ve aktif katılımlarını sağlayacak şekilde tasarlanması önerilmektedir. Ayrıca, öğretmenlerin ve okul idarecilerinin, çevre eğitimi konusunda bilinçlendirilmesi ve bu konuda desteklenmesi gerektiği vurgulanmaktadır.
This study aims to show that sustainability and environmental education in the preschool period increases the awareness and consciousness of 60–72-month-old children on sustainability; It also aims to examine its effects on environmental attitudes and environmental awareness. The main purpose of the research is to evaluate the contributions of the education program developed in line with sustainability principles to children's environmental attitudes and behaviors. In the study, a pretest-posttest control group experimental research model was used. Children aged 60-72 months participated in the research and were divided into experimental and control groups. While the Environmentally Friendly Curriculum prepared by the researcher in accordance with the Ministry of Education Preschool Education Program was applied to the experimental group, no intervention was made to the control group. Within the scope of the program, topics such as environmental pollution, energy saving, recycling, climate change, organic agriculture and healthy nutrition were covered. The data collection tools used in the research include the Personal Information Form, the Scale for the Assessment of Sustainable Behaviors towards the Environment for 60–72-Month-Old Children, and the Environmental Awareness and Attitude Scale for Preschool Children (EAASPC). These tools were used to evaluate children's environmental awareness and attitudes. The findings of the study show that the Environmentally Friendly Curriculum significantly increased children's environmental awareness and consciousness levels. It was determined that the children in the experimental group made significant progress in their environmental attitudes and behaviors after the program. When the pre-test and post-test results of the experimental and control groups were compared, it was seen that the environmental awareness and attitude scores of the experimental group were higher than the control group. In conclusion, it was revealed that sustainability and environmental education play an important role in developing children's environmental awareness and sustainable behaviors. Therefore, it is recommended that education programs should be designed to attract children's interest and ensure their active participation. It is also emphasized that teachers and school administrators should be made aware of environmental education and should be supported in this regard.
This study aims to show that sustainability and environmental education in the preschool period increases the awareness and consciousness of 60–72-month-old children on sustainability; It also aims to examine its effects on environmental attitudes and environmental awareness. The main purpose of the research is to evaluate the contributions of the education program developed in line with sustainability principles to children's environmental attitudes and behaviors. In the study, a pretest-posttest control group experimental research model was used. Children aged 60-72 months participated in the research and were divided into experimental and control groups. While the Environmentally Friendly Curriculum prepared by the researcher in accordance with the Ministry of Education Preschool Education Program was applied to the experimental group, no intervention was made to the control group. Within the scope of the program, topics such as environmental pollution, energy saving, recycling, climate change, organic agriculture and healthy nutrition were covered. The data collection tools used in the research include the Personal Information Form, the Scale for the Assessment of Sustainable Behaviors towards the Environment for 60–72-Month-Old Children, and the Environmental Awareness and Attitude Scale for Preschool Children (EAASPC). These tools were used to evaluate children's environmental awareness and attitudes. The findings of the study show that the Environmentally Friendly Curriculum significantly increased children's environmental awareness and consciousness levels. It was determined that the children in the experimental group made significant progress in their environmental attitudes and behaviors after the program. When the pre-test and post-test results of the experimental and control groups were compared, it was seen that the environmental awareness and attitude scores of the experimental group were higher than the control group. In conclusion, it was revealed that sustainability and environmental education play an important role in developing children's environmental awareness and sustainable behaviors. Therefore, it is recommended that education programs should be designed to attract children's interest and ensure their active participation. It is also emphasized that teachers and school administrators should be made aware of environmental education and should be supported in this regard.