Content analysis of selected features of K-8 environmental education research studies in Turkey, 1997-2007

Erdogan M., Marcinkowski T., OK A.

ENVIRONMENTAL EDUCATION RESEARCH, vol.15, no.5, pp.525-548, 2009 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 15 Issue: 5
  • Publication Date: 2009
  • Doi Number: 10.1080/13504620903085776
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Greenfile, Psycinfo, Public Affairs Index
  • Page Numbers: pp.525-548
  • Keywords: environmental literacy, Turkey, K-8, content analysis, PERCEPTION
  • Middle East Technical University Affiliated: Yes


This study aimed to analyze environmental education research (EER) in Turkey conducted in Grades K-8 and published over the years 1997-2007. Due to the fact that there had been no systematic reviews of EER in Turkey prior to this time period, it was more appropriate to explore the implications of the results of this review for research policies and practices than for educational policies and practices in Grades K-8. A substantial search of the international and national literature revealed 53 studies that fit the time frame and study characteristics. Three analyses of these studies were undertaken: (a) features of the research method; (b) socio-demographic characteristics of the subjects; and (c) components of environmental literacy assessed. Three charts were constructed to support these analyses; e. g., one for each analysis. For analysis (a), quantitative surveys were the most common method. For analysis (b), greater attention was paid to the age, grade level, gender and residence of participating students. For analysis (c), greater attention was paid to knowledge of ecology and natural history, and knowledge of environmental problems and issues, less attention was paid to components of affect, and very little attention was paid to socio-political-economic knowledge, cognitive skills and environmentally responsible behavior.