Akademik Veri Yönetim Sistemi
European Conference on Educational Research (ECER), Yerevan, Ermenistan, 1 - 09 Eylül 2022, (Özet Bildiri)
People encounter a wide range of scientific phenomena in their daily lives, including biodiversity, the impacts of global warming such as droughts and floods, and natural disasters such as earthquakes and tsunamis. Although many of these phenomena occur in outdoor environments and are extensively studied through field-based observations, school science curricula largely emphasize indoor learning environments. This discrepancy may limit students’ ability to contextualize scientific concepts and develop meaningful connections with environmental issues. Previous research suggests that outdoor and nature-based learning experiences enhance environmental awareness, foster positive attitudes, and encourage pro-environmental behavior.
Environmental education plays a crucial role in shaping individuals’ values, beliefs, and attitudes toward the environment, which are key determinants of environmental behavior. Understanding pre-service teachers’ environmental attitudes is particularly important, as they will influence future generations’ perceptions of environmental challenges. Therefore, this study investigates pre-service science teachers’ attitudes toward environmental challenges and examines whether environmental learning characteristics contribute to solutions to environmental issues.
A descriptive survey research design was employed. The participants consisted of 23 pre-service science teachers enrolled in a public university in Ankara, Turkey. Data were collected using the “Me and the Environmental Challenges” scale developed by Jenkins and Pell (2006), which was adapted by adding two items related to energy consumption behavior. The instrument included 20 items across four dimensions: alienation and powerlessness toward nature, naturalistic views and personal goals, perceptions of nature as unique, and energy consumption behavior. Data were analyzed using descriptive statistics.
The findings indicate that pre-service science teachers hold generally positive attitudes toward the environment and demonstrate awareness of environmental challenges. However, many participants reported low confidence in their ability to personally influence environmental outcomes. These results highlight the need for environmental education programs that not only raise awareness but also empower pre-service teachers with practical strategies for environmental action.