Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs
By G. Tuncer, C. Tekkaya, S. Sungur, J. Çakıroğlu, H. Ertepınar, M. Kaplowitz. 2009
217 citations recorded by the source corpus.
Abstract The study investigates environmental literacy of pre-service teachers at one of the largest public universities in Turkey. The research evaluates the relationship of pre-service teachers’ environmental knowledge, attitude, and concerns of their interests in environmental problems, involving outdoor activities, parents’ interest and involvement in environmental activities. Canonical analysis is used to explore relationships between pre-service teachers’ environmental background and literacy. The results are promising and rewarding in addition to restructuring efforts of faculties of education in Turkey. Showing that environmental background of pre-service teachers is positively related to environmental literacy and attitudes along with other uses affected significantly by gender.
Subfields: Management, Monitoring, Policy and Law, Social Psychology
View Paper: https://www.semanticscholar.org/paper/eb93fc5d03ee6429c39cc151bc142100893e27f9
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In Management, Monitoring, Policy and Law
In Social Psychology
Citations in the corpus
- Implementing children’s human rights education in schools (2010, background): “These data do nonetheless emphasize the importance of including children’s rights and rights-consistent pedagogy in teacher training (see Tuncer et al., 2009).”
- A Nationwide Survey Evaluating the Environmental Literacy of Undergraduate Students in Taiwan (2018, background): “Many of these prior studies had attempted to define environmental literacy by considering their scope of research and the context involved, and some of these definitions include: the possession of basic skills, understanding, and feelings for the human-environment relationship [21,22]; an understand”
- Greek Pre-Service Teachers' Knowledge, Attitudes, and Environmental Behavior Toward Marine Pollution (2013, background): “…Commission on the Environment and Development, 1987) and are more likely to produce students who are environmentally literate when they are themselves environmentally knowledgeable, have positive attitudes toward the environment and show concern for environmental problems (Tuncer et al., 2009).”
- A National Investigation of Teachers’ Environmental Literacy as a Reference for Promoting Environmental Education in Taiwan (2015, methodology): “We adopted the scoring standard recommended by several other studies (Coyle, 2005; Kaplowitz & Levine, 2005; Tuncer et al., 2009) that cumulative score greater than 70% is considered to be an acceptable level.”