The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Ayşegül Tural; Halime Turan

Makale detayları

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Yazarlar:

Ayşegül Tural | Halime Turan

Yayıncı:

Anadolu University

Ana Başlıklar:

Social Studies Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.686-703

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316517

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 In light of the changes and developments that have gained momentum in the 21st century, it is emphasized that the development process should be made sustainable and functional in todays rapidly globalizing societies. As a part of social life, it is important for individuals to adapt to sustainability. Within the scope of sustainable development goals, the issue of a sustainable environment for sustainable societies also comes to the fore. In this context, qualified education is emphasized for individuals and societies with sustainable awareness and awareness of environmental sensitivity. As a matter of fact, it is noteworthy that it is necessary to determine the levels of sustainable awareness and environmental awareness for sustainable development of teacher candidates who will be the educational veterans of the future. This study aims to examine the relationship between teacher candidates sustainable awareness and environmental awareness levels for sustainable development. The research process was carried out with the relational screening model, which is one of the quantitative research methods, in accordance with the purpose and content of the study. In this study, the Sustainable Consciousness Scale prepared by Michalos et al. 2012, adapted by Yüksel  Yıldız 2019, and the Environmental Sensitivity Scale prepared by Yeşil  Turan 2020 were used. The data obtained were analyzed with the statistical analysis program. According to the descriptive statistics, it was seen that none of the data showed normal distribution, and group comparisons were made with the Mann-Whitney U test and Kruskal Wallis tests. As a result, it is understood that sustainable awareness and environmental awareness awareness levels for sustainable development are interrelated and reflected in the opinions of teacher candidates. It is thought that sustainable awareness and environmental awareness can be implemented by designing purposeful activities in schools to encourage the transformation of sustainable awareness and environmental awareness levels into behavior in individual and social life and that sustainable awareness and environmental awareness can be discussed in different education forums to support sustainable society.

 In light of the changes and developments that have gained momentum in the 21st century, it is emphasized that the development process should be made sustainable and functional in todays rapidly globalizing societies. As a part of social life, it is important for individuals to adapt to sustainability. Within the scope of sustainable development goals, the issue of a sustainable environment for sustainable societies also comes to the fore. In this context, qualified education is emphasized for individuals and societies with sustainable awareness and awareness of environmental sensitivity. As a matter of fact, it is noteworthy that it is necessary to determine the levels of sustainable awareness and environmental awareness for sustainable development of teacher candidates who will be the educational veterans of the future. This study aims to examine the relationship between teacher candidates sustainable awareness and environmental awareness levels for sustainable development. The research process was carried out with the relational screening model, which is one of the quantitative research methods, in accordance with the purpose and content of the study. In this study, the Sustainable Consciousness Scale prepared by Michalos et al. 2012, adapted by Yüksel  Yıldız 2019, and the Environmental Sensitivity Scale prepared by Yeşil  Turan 2020 were used. The data obtained were analyzed with the statistical analysis program. According to the descriptive statistics, it was seen that none of the data showed normal distribution, and group comparisons were made with the Mann-Whitney U test and Kruskal Wallis tests. As a result, it is understood that sustainable awareness and environmental awareness awareness levels for sustainable development are interrelated and reflected in the opinions of teacher candidates. It is thought that sustainable awareness and environmental awareness can be implemented by designing purposeful activities in schools to encourage the transformation of sustainable awareness and environmental awareness levels into behavior in individual and social life and that sustainable awareness and environmental awareness can be discussed in different education forums to support sustainable society.

 In light of the changes and developments that have gained momentum in the 21st century, it is emphasized that the development process should be made sustainable and functional in todays rapidly globalizing societies. As a part of social life, it is important for individuals to adapt to sustainability. Within the scope of sustainable development goals, the issue of a sustainable environment for sustainable societies also comes to the fore. In this context, qualified education is emphasized for individuals and societies with sustainable awareness and awareness of environmental sensitivity. As a matter of fact, it is noteworthy that it is necessary to determine the levels of sustainable awareness and environmental awareness for sustainable development of teacher candidates who will be the educational veterans of the future. This study aims to examine the relationship between teacher candidates sustainable awareness and environmental awareness levels for sustainable development. The research process was carried out with the relational screening model, which is one of the quantitative research methods, in accordance with the purpose and content of the study. In this study, the Sustainable Consciousness Scale prepared by Michalos et al. 2012, adapted by Yüksel  Yıldız 2019, and the Environmental Sensitivity Scale prepared by Yeşil  Turan 2020 were used. The data obtained were analyzed with the statistical analysis program. According to the descriptive statistics, it was seen that none of the data showed normal distribution, and group comparisons were made with the Mann-Whitney U test and Kruskal Wallis tests. As a result, it is understood that sustainable awareness and environmental awareness awareness levels for sustainable development are interrelated and reflected in the opinions of teacher candidates. It is thought that sustainable awareness and environmental awareness can be implemented by designing purposeful activities in schools to encourage the transformation of sustainable awareness and environmental awareness levels into behavior in individual and social life and that sustainable awareness and environmental awareness can be discussed in different education forums to support sustainable society.

 21. yüzyıl ile ivme kazanan değişim ve gelişimler ışığında, günümüzün hızla küreselleşen toplumlarında kalkınma sürecinin sürdürülebilir ve işlevsel kılınması gerekliliği vurgulanmaktadır. Toplumsal yaşamın bir parçası olarak bireylerin sürdürülebilirliğe uyumu önem arz etmektedir. Sürdürülebilir kalkınma hedefleri kapsamında sürdürülebilir toplumlar için sürdürülebilir çevre konusu da öne çıkmaktadır. Bu bağlamda sürdürülebilir bilinç ve çevreye karşı duyarlı olma farkındalığına sahip birey ve toplumlar için nitelikli eğitim vurgusu yapılmaktadır. Nitekim geleceğin eğitim neferleri olacak olan öğretmen adaylarının da sürdürülebilir kalkınma için sürdürülebilir bilinç ve çevre bilinci duyarlık düzeylerinin tespit edilmesi gerekliliği dikkat çekmektedir. Bu araştırmanın amacı sürdürülebilir kalkınma için, öğretmen adaylarının sürdürülebilir bilinçleri ile çevre bilinç duyarlılık düzeyleri arasındaki ilişkinin incelenmesidir. Araştırma süreci, çalışmanın amaç ve içeriğine uygun olarak nicel araştırma yöntemlerinden ilişkisel tarama modeli ile yürütülmüştür. Araştırmada, Michalos vd., 2012 tarafınca hazırlanan, Yüksel ve Yıldız 2019 tarafından uyarlanan Sürdürülebilir Bilinç Ölçeği ile Yeşil ve Turan 2020ın hazırladığı Çevre Duyarlılığı Ölçeği kullanılmıştır. Elde edilen veriler, istatistiki analiz programı ile analiz edilmiştir. Tanılayıcı istatistiklere göre hiçbir verinin normal dağılım göstermediği görülmüş ve grup karşılaştırmaları Mann-Whitney U testi ve Kruskal Wallis testleri ile yapılmıştır. Sonuç olarak, sürdürülebilir kalkınma için sürdürülebilir bilinç ve çevre bilinci duyarlık düzeylerinin birbiriyle ilişkili olup, öğretmen adaylarının görüşlerine yansıdığı anlaşılmaktadır. Sürdürülebilir bilinç ve çevre bilinç duyarlık düzeylerinin bireysel ve toplumsal yaşamda davranışa dönüşmesinin teşviki için okullarda amaca yönelik etkinlikler tasarlanmak suretiyle uygulanabileceği ve farklı eğitim forumlarında sürdürülebilir toplumun desteklenmesi için sürdürülebilir bilinç ve çevre bilinç duyarlığının tartışılabilir olduğu düşünülmektedir.

Makale detayları

The Relationship Between Sustainable Consciousness and Environmental Awareness Sensitivity Level in the Context of Sustainable Development

Yazarlar:

Ayşegül Tural | Halime Turan

Yayıncı:

Anadolu University

Ana Başlıklar:

Social Studies Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.686-703

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316517

pISSN:

2602-2249

Environmental awareness

sensitivity

qualified education

teacher candidate

sustainability

sustainable awareness.Çevre bilinci

duyarlık

nitelikli eğitim

öğretmen adayı

sürdürülebilirlik

sürdürülebilir bilinç.

Sayı

Makale detayları

Yazarlar: Ayşegül Tural | Halime Turan

Yayıncı: Anadolu University

Ana Başlıklar: Social Studies Education

Dergi: Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.686-703

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001316517

pISSN: 2602-2249

Sayı

Yazarlar:

Ayşegül Tural | Halime Turan

Yayıncı:

Anadolu University

Ana Başlıklar:

Social Studies Education

Dergi:

Anadolu University Journal of Education Faculty Vol.8 Issue 2, pp.686-703

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001316517

pISSN:

2602-2249