Introduction: Values are the criteria that affect a person's adequate knowledge, emotion, and beh... more Introduction: Values are the criteria that affect a person's adequate knowledge, emotion, and behavior. Values education should include an effort to acquire values and prosocial behaviors in education. Role models are also an important resource in values education. Children's cognition, emotion, and behaviors are widely affected by YouTubers who are considered as symbolic role models. Parents, the other important figure in character education, try to mediate between family/social values and popular culture. This paper focuses on portraying parents' views on YouTubers' effect on children's values. Method: 365 parents participated in this research, and the survey research design based on a quantitative research was used. A questionnaire with three parts was developed by researchers, which is used for data collection. The first part is used to determine demographic information, the second part gathers information on parents' views about their children's daily routines and the time spend on YouTube, and the third part shows the effect of YouTubers on values. Based on the analysis carried out, the data collected by descriptive analysis such as mean and standard deviation were analyzed. Results: The findings reveal that YouTubers are not considered as role models. Parents have a negative attitude towards you tubers, and they worry about the time their children spend on YouTube.
Öz Bu çalışma öğretmen görüşlerine göre, pilot uygulaması yapılmakta olan FATİH (Fırsatları Artır... more Öz Bu çalışma öğretmen görüşlerine göre, pilot uygulaması yapılmakta olan FATİH (Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi) projesinden beklentiler, bu beklentilerin gerçekleşme düzeyi, ile proje hakkındaki önerilerini belirlemeyi amaçlamaktadır. Çalışmada nitel araştırma yöntemlerinden olan olgubilim deseni kullanılmıştır. Veri toplamak amacıyla araştırmacı tarafından literatür taraması sonucu hazırlanan görüşme formu kullanılmıştır. Amaçlı örnekleme yöntemlerinden olan ölçüt örnekleme yöntemi kullanılarak; bilişim teknolojileri kullanımında bilişime yatkınlık durumuna göre 5 öğretmen seçilmiştir. Öğretmenler ile yapılan görüşmelerden elde edilen görüşme notları ve ses kayıtları bilgisayar ortamına aktarılarak görüşme verileri elde edilmiştir. Veriler içerik analizi yöntemi ile çözümlenmiştir. Yapılan analizler sonucunda toplam iki tema belirlenmiş; bu temalar, kategorileri ve varsa alt kategoriler, kodlar da belirtilerek sunulmuş, her bir kodun karşısında da bildirilen görüşlerden doğrudan alıntılar yapılmıştır. Öğretmenlerin bazılarının beklentilerinin karşılandığı, bazılarının ise karşılanmadığı; hizmetiçi eğitim ağırlıklı öneriler gibi sonuçlara ulaşılmıştır.
İlkokulun ilk üç senesinde okutulmakta olan Hayat Bilgisi Dersinin temel amaçlarından birisinin o... more İlkokulun ilk üç senesinde okutulmakta olan Hayat Bilgisi Dersinin temel amaçlarından birisinin olumlu kişilik özellikleri kazandırmak olduğu dikkate alındığında, dersin değerler eğitimi açısından önemi artmaktadır. Bu açıdan değerlendirildiğinde, öğretim programlarının değerlere ne ölçüde yer verdiğinin bilinmesi gerekmektedir. Bu çalışma, 1926'dan günümüze kadar hayat bilgisi derslerine ait programlarda değerlerin / değer ifadelerinin ne ölçüde yer aldığını belirlemek amacıyla yapılmıştır. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Tüm hayat bilgisi programlarına matbu ya da Talim ve Terbiye Kurulu Başkanlığı web sitesinden ulaşılmıştır. Program ögeleri içerisinde değer ifadelerinin ne ölçüde yer aldığı incelenmiştir. Yapılan incelemeler sonucunda tüm programların belli ölçülerde değerler / değer ifadelerine yer verdiği, son üç program olan 2018, 2017 ve 2015 programlarında açıktan değer vurgularının yapıldığı sonuçlarına ulaşılmıştır. A B S T R A C T Considering that one of the main objectives of the Life Science lesson which is being taught in the first three years of primary school is to acquire positive personality traits, the importance of this lesson is increasing. When assessed in this respect, it is necessary to know how much the curricula provide for the values. This study was conducted to determine the extent to which values / value expressions take place in the curricula of life science lessons from 1926 to the present day. The study was carried out using qualitative research and case study design was used. All life sciences curricula have been accessed printed or from the Board of Education web site. Whether or not the values are included in the program items and how it takes place are examined. As a result of the examinations, the results were achieved as the value expressions were made openly in the last three programs, 2018, 2017 and 2015, in which all programs included certain values.
This study was carried out in order to adapt the " University Place Attachment Scale " to Turkish... more This study was carried out in order to adapt the " University Place Attachment Scale " to Turkish. For this purpose, a study group of 246 people consisting of Bingöl University students was carried out in 2016/2017 education year. Factor validity, exploratory factor analysis, confirmatory factor analysis and internal consistency coefficients for reliability studies were examined. In the analysis of the explanatory factor analyses, it was determined that the scale had a one-factor structure and in the confirmatory factor analysis, this structure was tested. Confirmatory factor analysis (CFA) was conducted to confirm the model for AFA. In the analyzes x 2 / sd (221.40 / 116 = 1.91) ratio showed excellent agreement. Compliance indices (RMSA .80, GFI .90, AGFI .95, SRMR .48, NNFI .94 and CFI .95) indicate that the scale is valid. The compliance indices obtained as a result of confirmatory factor analysis confirm that the scale is a one-factor structure. Finally, internal consistency coefficient was found as .91.
Hayat bilgisi dersi, ilkokul öğrencilerine çeşitli beceriler, kişilik özellikleri kazandırmak içi... more Hayat bilgisi dersi, ilkokul öğrencilerine çeşitli beceriler, kişilik özellikleri kazandırmak için ilk üç sınıfta okutulmaktadır. 1924 İlk Mektepler Müfredatında müstakil bir ders olmayıp çeşitli dersler altında içeriği verilen hayat bilgisi dersi, 1926 programında bu isimle adlandırılmış, aynı isim ile günümüze kadar gelmiştir. Bu çalışma, 2015 programını kendi içinde değerlendirildikten sonra, 1926, 1936, 1948, 1968, 1998 ve 2005 programları ile karşılaştırmalı olarak değerlendirilmesini amaçlamaktadır. Çalışmada nitel araştırma yöntemlerinden olan doküman analizi tekniği kullanılmıştır. Yeni HBDÖP; bağlam, hedef/kazanım, içerik, öğrenme-öğretme süreci ve ölçme-değerlendirme kategorileri dikkate alınarak değerlendirilmiş daha sonra ise önceki programlarla karşılaştırılmıştır.2015 programı Talim Terbiye Kurulu Başkanlığı'nın web sitesinden edinilmiş, diğer programlar ise basılı olarak edinilerek incelenmiştir. Yapılan incelemelerden elde edilen sonuçlara göre 2015 programında yer alan amaçların diğer programlarda da kısmen tekrarlandığı, içerik bakımından 1968 ve 1998 programları ile çok yakın benzerlik gösterdiği; öğrenme – öğretme süreci ile ilgili açıklamaların yer aldığı ve bu açıklamaların diğer programlarla çeşitli açılardan benzerlik gösterdiği sonuçlarına ulaşılmıştır. Elde edilen bulgulara dayalı olarak hayat bilgisi dersinin program geliştirme çalışmalarında yardımcı olması umulmaktadır. Anahtar Kelimeler: Hayat Bilgisi Öğretim Programı, Geçmişten Günümüze, Karşılaştırmalı. Abstract Life Science is taught in the first three classes of primary schools to give students various skills and personality traits. In 1924 Primary School Curriculum, life science is not an independent course but its content given under various lessons. In the 1926 program it was named by " Life Science " and came up today with the same name. The aim of this study is to analyse 2015 Life Science Course Curriculum and compare it with the other curricula. In the study document analysis technique which is a qualitative research method used. The analysed programs consist of the previous curricula and the 2015 curriculum. The 2015 program was acquired from the website of the Board of Education, and other programs were obtained through print. The new program analysed in context of Context, target/achievement, content, learning-teaching process and measurement-evaluation categories, and then compared with previous curricula. According to the results, the aims of the 2015 program were partially replicated in other programs and they closely resembled the contents of 1968 and 1998 programs. Based on the findings, various proposals have been developed that are expected to help life science course in program development studies.
Öz Bu araştırma, Dikişsiz Öğrenme (Seamless Learning) ilkelerine bağlı olarak EBA (Eğitim Bilişim... more Öz Bu araştırma, Dikişsiz Öğrenme (Seamless Learning) ilkelerine bağlı olarak EBA (Eğitim Bilişim Ağı) da bulunan matematik ders içeriğini incelemek amacıyla yapılmıştır. Dikişsiz öğrenme teknolojiyi kullanan ve çeşitli ülkelerde çalışılan bir öğrenme metodudur. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Wong ve Looi'nin ortaya koyduğu dikişsiz öğrenme ilkelerinden yola çıkılarak veri analizi için bir çerçeve oluşturulmuştur. Oluşturulan çerçeveye göre EBA' dan elde edilen veriler toplanmış ve bir araya getirilmiştir. Son aşamada elde edilen veriler doğrudan alıntılar ile desteklenmiş ve yorumlanmıştır. Araştırma sonucunda EBA, Wong ve Looi' nin ortaya koymuş olduğu on ilkeye göre ayrıntılı olarak ele alınmış ve EBA' nın matematik dersi açısından bu on ilkeden yedi tanesini karşıladığı üç tanesini ise kısmen karşılamadığı görülmüştür. Anahtar Kelimler: Dikişsiz Öğrenme, Mobil Kesintisiz Öğrenme, Fatih Projesi, Eğitim Bilişim Ağı (EBA), Matematik Eğitimi. Abstract This research made for the purpose of examine the content of the mathematics lecture in the EBA [Educational Informatics Network(EIN)] based on the Seamless Learning principles. Seamless learning is a learning method that use technology and works in various countries. In the study, the method of document examination was used as qualitative research methods. A framework for data analysis was established by way of the seamless learning principles introduced by Wong and Looi. According to the generated framework, the data obtained from EIN were collected and assembled. The data obtained in the last phase are directly supported and interpreted by the quotations. EIN was dealt with in detail according to the ten principles of Wong and Looi, and it was found that EIN met seven of the principals and couldnt partly meet three of them in terms of mathematics.
This study has been done to determine the claassroom teachers
attitudes towards the values educat... more This study has been done to determine the claassroom teachers attitudes towards the values education being implemented at schoools. The first course circular that published by the Ministry of Education in 2010 became a turning point in term of works of values education to be official and dissemination. But it is a known fact that the teacher is a key role for a programme adoption or being implemented successfully. For this purpose, the requirement of classroom teacher attitudes towards values education has born. It should be kept in mind that the taechers who have positive attitudes towards values educations will it implement more effectively. In order to determine the diffenrentiation status of classroom teachers’ attitudes related to values education and this attitude in terms of several variables have been developed and implemented by researcher with " Values Education Attitude Scale " that consists of 25 items. This study is a screening model and of a descriptive nature. The study universe is composed of the classroom teachers who work at primary school in Bingöl. All of the teachers have been reached and the data collection tool was distributed on a voluntary basis. Accordingly, 162 teachers completed the scale and provided feedback. Four of these scales were eleminated at the first analysis as they were filled incorrectly or incompletely. So the analysis has done on the scales that filled by the 158 teachers. The scale 's internal reliability coefficient was calculated by Cronbach alpha and found as 92. In the analysis of data; percentage and frequency were used in personal information. The distribution of the scale scores were examined and it was determined that the distribution wasn’t parametric. Therefore, the Mann-Whitney U and the Kruskal-Wallis tests which are nonparametric statistical analysis techniques were used to test difference of the scores obtained from the scale in the term of several variables. The significance level was taken .05 in all comparisons. According to the analysis, the classroom teachers attitudes’ towards value education were positive, the scores of attitude neither changed by the gender nor by the variablity of the class they teach, but got significantly differing conclusions for the seniority and variable type of the school graduated from. Based on these findings, various suggestions have been made.
Each problem tends to search for a new solution, initiates a new
learning process. Qualified indi... more Each problem tends to search for a new solution, initiates a new learning process. Qualified individual and social problems in contemporary societies, not only in the academic domain, but also in the moral domain has attracted the attention of both parents and educators to values education of qualified individuals training and so on needs. In recent years, an interest in values education has increased in our country, this interest has become official with the first course in an circularissued in 2010. Whether in the family or at school, in order to become a useful individual to society, many people are agree about that the children should take moral education. Although this training is carried out in different ways, the most appropriate one is to be planned and should be included in curriculat hat highlights values education performed in various ways in programs. Besides, in the academic studies done on values education, different perspectives should be seen and studies should be carried out in different areas. In this context, it is useful to look at the applications of values education of the countries that caught achievements at international tests (TIMSS, PIRLS). This study aims to compare the Citizenship and Moral Education that taught in primary schools in Singapore education system to the Life Science course that taught in the National Education System of Turkey in the context of values education. While comparing the two courses, it is seen that the values are taught as a separate subject in Singapore, but it is interspersed with in a lot of courses content in Turkey. But while the elements of training programs (benefits, learning – teaching process, and so on) are being examined, it is seen that a lot of points are similar. This study is mainly expected to be useful to educators, curriculum development experts and anyone interested in values education.
By education, it is possible to eliminate or decrease the social
problems which are growing at pr... more By education, it is possible to eliminate or decrease the social problems which are growing at present. Educational programs may play an active role for this purpose. It is very important for the prepared education programs not to leave on chance the gains for the solution of such social problems. While considering the fact that attitudes are developed at an early age, the requirement of the values education emerges in both gains and content of primary school courses. Examination of the gains in terms of values education programs not only offers introductory information to the teachers but also generates a data source for curriculum development centers. It should be taken in into account to provide adequate and balanced distribution of cognitive, affective and psychomotor areas in the prepared training programs. In this context, it must be known to what extent of the affective characteristics takes place in the training programs. In this study, the gains in Life Science Education Program analyzed in the term of values education. The study is limited with the second grade’s Life Science curriculum and the exemined values are limited with 27 different humanistic values. Life Science in 2nd grades consists of three themes which are including a total of 94 gains. At the end of the study, it has come to a conclusion that in the theme of ‘My School Excitement’ 15 values of the 33 values, in the theme of "My Unique home" 9 values of 37 and in the theme of "Yesterday, Today and Tomorrow" 7 of 24 values have associated with values. Additionally, it is determined that "responsibility" is the most and "peace", "non-violent life" and "morality" are the least values that have been pointed. There is no reference to the expression of 10 values. Several recommendations based on the results of the study are presented.
Bu çalıĢma, ilköğretim birinci kademe (1., 2. ve 3. sınıf) öğrencilerinin
çevre ile ilgili görüĢ ... more Bu çalıĢma, ilköğretim birinci kademe (1., 2. ve 3. sınıf) öğrencilerinin çevre ile ilgili görüĢ ve düĢüncelerini belirlemek amacıyla yapılmıĢtır. AraĢtırmada nitel yöntemler kullanılmıĢtır. AraĢtırma verileri 2010 – 2011 eğitim öğretim yılında Bingöl ilinde çeĢitli okullarda öğrenim görmekte olan 1., 2. ve 3. sınıf öğrencilerinden yarı yapılandırılmıĢ görüĢme formları kullanılarak elde edilmiĢtir. GörüĢmeler öğrencilerle yüz yüze olarak yapılmıĢtır. GörüĢme formunda, öğrencilerin çevre ile ilgili görüĢlerini belirlemeye yönelik sorular yer almaktadır. AraĢtırma sonucunda elde edilen veriler betimsel olarak analiz edilmiĢtir. Yapılan analiz sonuçları öğrencilerin çevre ile ilgili düĢüncelerinin olumlu olduğunu ortaya koymaktadır.
This research aims to develop a scale to determine elementary school
students' attitudes towards ... more This research aims to develop a scale to determine elementary school students' attitudes towards the environment. In this research, a total of 360 students of 4th and 5th grades from primary school have been reached by using a method of stratified sample. Two different scales have been developed in this study to determine students’ attitudes towards environment. The first scale has a single-factor structure and consists of 32 items. The second one, the Environmentally Responsible Behavior Scale (ÇYSDÖ), is a three-factor structure consisting of 21 items. In the process of developing the scales literature review, by examining the items which have been written in a scale format have been converted to data collection tool. The necessary regulations and pre-application were made as a result of expert opinion, teacher opinion and the negotiations with a group of students in order to determine the suitability of language and expression. According to the exploratory and confirmatory factor analysis the scales have been confirmed as models. The statistical programs SPSS 7.0 and LISREL 8.51 are used for statistical analysis.
This research aims to assess attitudes and responsible behaviors of first grade primary school st... more This research aims to assess attitudes and responsible behaviors of first grade primary school students. The sample of the research consisted of 1200 students of fourth and fifth grade who were selected from various 15 public schools in Bingöl. Stratified sample were selected to decide sample size. The data was obtained from application of the Environmental Attitudes Scale (EAS) and Environmental Responsible Behavior Scale (ERBS) were improved by researcher. EAS that comprises 32 items and three dimensional ERBS; in total 21 items were developed by the researcher. Cronbach's alpha reliability coefficient of internal coherence was used in order to determine the reliability of the applied scale for the first grade second term students. For the first scale .84, for the sub-dimension of the environmental interest of the second scale .84, for the cleanness-saving sub-dimension .69, and for the sub-dimension of animal love .55 Cronbach's alpha value coefficient was calculated. It was calculated .86 Cronbach’s alpha value for the whole of the second scale. Dispersion characteristics of the quantitative data were examined and the data was analyzed by using SPSS 17.0 statistical package program. Descriptive statistics, Mann Whitney U test, and Kruskal Wallis test were conducted to analyze the data. The main finding of this research is that, there were no differences observed between the class variable in the students’ attitudes and responsible behaviors towards the environment. But according to the students' gender and settlement of the students, there were found significant differences between attitudes and responsible behavior towards the environment.
Values are one of the basic identifier of personality traits and are not innate but acquired by t... more Values are one of the basic identifier of personality traits and are not innate but acquired by training. Although values can be taught in all stages of life, values education gain importance in childhood because personality takes shape in it. Values education firstly begins in family, than continues at educational institutions. Basic values are acquired respectively by taking parents as role models and education at schools. For the strengthened personality traits, the values thought at whole life must be coherent. Especially consistency of school and family that is important on children personality highlights for values education. If there is no consistency between the values that students learned or witnessed in the school and in the family, then conflicts are occurred and these situations cause personality disorders. This research aims to investigate the importance of family and school consistency in values education and how it should be during fundamental/primary education level. Considering findings, proposals were developed for family and school in values education.
Introduction: Values are the criteria that affect a person's adequate knowledge, emotion, and beh... more Introduction: Values are the criteria that affect a person's adequate knowledge, emotion, and behavior. Values education should include an effort to acquire values and prosocial behaviors in education. Role models are also an important resource in values education. Children's cognition, emotion, and behaviors are widely affected by YouTubers who are considered as symbolic role models. Parents, the other important figure in character education, try to mediate between family/social values and popular culture. This paper focuses on portraying parents' views on YouTubers' effect on children's values. Method: 365 parents participated in this research, and the survey research design based on a quantitative research was used. A questionnaire with three parts was developed by researchers, which is used for data collection. The first part is used to determine demographic information, the second part gathers information on parents' views about their children's daily routines and the time spend on YouTube, and the third part shows the effect of YouTubers on values. Based on the analysis carried out, the data collected by descriptive analysis such as mean and standard deviation were analyzed. Results: The findings reveal that YouTubers are not considered as role models. Parents have a negative attitude towards you tubers, and they worry about the time their children spend on YouTube.
Öz Bu çalışma öğretmen görüşlerine göre, pilot uygulaması yapılmakta olan FATİH (Fırsatları Artır... more Öz Bu çalışma öğretmen görüşlerine göre, pilot uygulaması yapılmakta olan FATİH (Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi) projesinden beklentiler, bu beklentilerin gerçekleşme düzeyi, ile proje hakkındaki önerilerini belirlemeyi amaçlamaktadır. Çalışmada nitel araştırma yöntemlerinden olan olgubilim deseni kullanılmıştır. Veri toplamak amacıyla araştırmacı tarafından literatür taraması sonucu hazırlanan görüşme formu kullanılmıştır. Amaçlı örnekleme yöntemlerinden olan ölçüt örnekleme yöntemi kullanılarak; bilişim teknolojileri kullanımında bilişime yatkınlık durumuna göre 5 öğretmen seçilmiştir. Öğretmenler ile yapılan görüşmelerden elde edilen görüşme notları ve ses kayıtları bilgisayar ortamına aktarılarak görüşme verileri elde edilmiştir. Veriler içerik analizi yöntemi ile çözümlenmiştir. Yapılan analizler sonucunda toplam iki tema belirlenmiş; bu temalar, kategorileri ve varsa alt kategoriler, kodlar da belirtilerek sunulmuş, her bir kodun karşısında da bildirilen görüşlerden doğrudan alıntılar yapılmıştır. Öğretmenlerin bazılarının beklentilerinin karşılandığı, bazılarının ise karşılanmadığı; hizmetiçi eğitim ağırlıklı öneriler gibi sonuçlara ulaşılmıştır.
İlkokulun ilk üç senesinde okutulmakta olan Hayat Bilgisi Dersinin temel amaçlarından birisinin o... more İlkokulun ilk üç senesinde okutulmakta olan Hayat Bilgisi Dersinin temel amaçlarından birisinin olumlu kişilik özellikleri kazandırmak olduğu dikkate alındığında, dersin değerler eğitimi açısından önemi artmaktadır. Bu açıdan değerlendirildiğinde, öğretim programlarının değerlere ne ölçüde yer verdiğinin bilinmesi gerekmektedir. Bu çalışma, 1926'dan günümüze kadar hayat bilgisi derslerine ait programlarda değerlerin / değer ifadelerinin ne ölçüde yer aldığını belirlemek amacıyla yapılmıştır. Çalışmada nitel araştırma desenlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Tüm hayat bilgisi programlarına matbu ya da Talim ve Terbiye Kurulu Başkanlığı web sitesinden ulaşılmıştır. Program ögeleri içerisinde değer ifadelerinin ne ölçüde yer aldığı incelenmiştir. Yapılan incelemeler sonucunda tüm programların belli ölçülerde değerler / değer ifadelerine yer verdiği, son üç program olan 2018, 2017 ve 2015 programlarında açıktan değer vurgularının yapıldığı sonuçlarına ulaşılmıştır. A B S T R A C T Considering that one of the main objectives of the Life Science lesson which is being taught in the first three years of primary school is to acquire positive personality traits, the importance of this lesson is increasing. When assessed in this respect, it is necessary to know how much the curricula provide for the values. This study was conducted to determine the extent to which values / value expressions take place in the curricula of life science lessons from 1926 to the present day. The study was carried out using qualitative research and case study design was used. All life sciences curricula have been accessed printed or from the Board of Education web site. Whether or not the values are included in the program items and how it takes place are examined. As a result of the examinations, the results were achieved as the value expressions were made openly in the last three programs, 2018, 2017 and 2015, in which all programs included certain values.
This study was carried out in order to adapt the " University Place Attachment Scale " to Turkish... more This study was carried out in order to adapt the " University Place Attachment Scale " to Turkish. For this purpose, a study group of 246 people consisting of Bingöl University students was carried out in 2016/2017 education year. Factor validity, exploratory factor analysis, confirmatory factor analysis and internal consistency coefficients for reliability studies were examined. In the analysis of the explanatory factor analyses, it was determined that the scale had a one-factor structure and in the confirmatory factor analysis, this structure was tested. Confirmatory factor analysis (CFA) was conducted to confirm the model for AFA. In the analyzes x 2 / sd (221.40 / 116 = 1.91) ratio showed excellent agreement. Compliance indices (RMSA .80, GFI .90, AGFI .95, SRMR .48, NNFI .94 and CFI .95) indicate that the scale is valid. The compliance indices obtained as a result of confirmatory factor analysis confirm that the scale is a one-factor structure. Finally, internal consistency coefficient was found as .91.
Hayat bilgisi dersi, ilkokul öğrencilerine çeşitli beceriler, kişilik özellikleri kazandırmak içi... more Hayat bilgisi dersi, ilkokul öğrencilerine çeşitli beceriler, kişilik özellikleri kazandırmak için ilk üç sınıfta okutulmaktadır. 1924 İlk Mektepler Müfredatında müstakil bir ders olmayıp çeşitli dersler altında içeriği verilen hayat bilgisi dersi, 1926 programında bu isimle adlandırılmış, aynı isim ile günümüze kadar gelmiştir. Bu çalışma, 2015 programını kendi içinde değerlendirildikten sonra, 1926, 1936, 1948, 1968, 1998 ve 2005 programları ile karşılaştırmalı olarak değerlendirilmesini amaçlamaktadır. Çalışmada nitel araştırma yöntemlerinden olan doküman analizi tekniği kullanılmıştır. Yeni HBDÖP; bağlam, hedef/kazanım, içerik, öğrenme-öğretme süreci ve ölçme-değerlendirme kategorileri dikkate alınarak değerlendirilmiş daha sonra ise önceki programlarla karşılaştırılmıştır.2015 programı Talim Terbiye Kurulu Başkanlığı'nın web sitesinden edinilmiş, diğer programlar ise basılı olarak edinilerek incelenmiştir. Yapılan incelemelerden elde edilen sonuçlara göre 2015 programında yer alan amaçların diğer programlarda da kısmen tekrarlandığı, içerik bakımından 1968 ve 1998 programları ile çok yakın benzerlik gösterdiği; öğrenme – öğretme süreci ile ilgili açıklamaların yer aldığı ve bu açıklamaların diğer programlarla çeşitli açılardan benzerlik gösterdiği sonuçlarına ulaşılmıştır. Elde edilen bulgulara dayalı olarak hayat bilgisi dersinin program geliştirme çalışmalarında yardımcı olması umulmaktadır. Anahtar Kelimeler: Hayat Bilgisi Öğretim Programı, Geçmişten Günümüze, Karşılaştırmalı. Abstract Life Science is taught in the first three classes of primary schools to give students various skills and personality traits. In 1924 Primary School Curriculum, life science is not an independent course but its content given under various lessons. In the 1926 program it was named by " Life Science " and came up today with the same name. The aim of this study is to analyse 2015 Life Science Course Curriculum and compare it with the other curricula. In the study document analysis technique which is a qualitative research method used. The analysed programs consist of the previous curricula and the 2015 curriculum. The 2015 program was acquired from the website of the Board of Education, and other programs were obtained through print. The new program analysed in context of Context, target/achievement, content, learning-teaching process and measurement-evaluation categories, and then compared with previous curricula. According to the results, the aims of the 2015 program were partially replicated in other programs and they closely resembled the contents of 1968 and 1998 programs. Based on the findings, various proposals have been developed that are expected to help life science course in program development studies.
Öz Bu araştırma, Dikişsiz Öğrenme (Seamless Learning) ilkelerine bağlı olarak EBA (Eğitim Bilişim... more Öz Bu araştırma, Dikişsiz Öğrenme (Seamless Learning) ilkelerine bağlı olarak EBA (Eğitim Bilişim Ağı) da bulunan matematik ders içeriğini incelemek amacıyla yapılmıştır. Dikişsiz öğrenme teknolojiyi kullanan ve çeşitli ülkelerde çalışılan bir öğrenme metodudur. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Wong ve Looi'nin ortaya koyduğu dikişsiz öğrenme ilkelerinden yola çıkılarak veri analizi için bir çerçeve oluşturulmuştur. Oluşturulan çerçeveye göre EBA' dan elde edilen veriler toplanmış ve bir araya getirilmiştir. Son aşamada elde edilen veriler doğrudan alıntılar ile desteklenmiş ve yorumlanmıştır. Araştırma sonucunda EBA, Wong ve Looi' nin ortaya koymuş olduğu on ilkeye göre ayrıntılı olarak ele alınmış ve EBA' nın matematik dersi açısından bu on ilkeden yedi tanesini karşıladığı üç tanesini ise kısmen karşılamadığı görülmüştür. Anahtar Kelimler: Dikişsiz Öğrenme, Mobil Kesintisiz Öğrenme, Fatih Projesi, Eğitim Bilişim Ağı (EBA), Matematik Eğitimi. Abstract This research made for the purpose of examine the content of the mathematics lecture in the EBA [Educational Informatics Network(EIN)] based on the Seamless Learning principles. Seamless learning is a learning method that use technology and works in various countries. In the study, the method of document examination was used as qualitative research methods. A framework for data analysis was established by way of the seamless learning principles introduced by Wong and Looi. According to the generated framework, the data obtained from EIN were collected and assembled. The data obtained in the last phase are directly supported and interpreted by the quotations. EIN was dealt with in detail according to the ten principles of Wong and Looi, and it was found that EIN met seven of the principals and couldnt partly meet three of them in terms of mathematics.
This study has been done to determine the claassroom teachers
attitudes towards the values educat... more This study has been done to determine the claassroom teachers attitudes towards the values education being implemented at schoools. The first course circular that published by the Ministry of Education in 2010 became a turning point in term of works of values education to be official and dissemination. But it is a known fact that the teacher is a key role for a programme adoption or being implemented successfully. For this purpose, the requirement of classroom teacher attitudes towards values education has born. It should be kept in mind that the taechers who have positive attitudes towards values educations will it implement more effectively. In order to determine the diffenrentiation status of classroom teachers’ attitudes related to values education and this attitude in terms of several variables have been developed and implemented by researcher with " Values Education Attitude Scale " that consists of 25 items. This study is a screening model and of a descriptive nature. The study universe is composed of the classroom teachers who work at primary school in Bingöl. All of the teachers have been reached and the data collection tool was distributed on a voluntary basis. Accordingly, 162 teachers completed the scale and provided feedback. Four of these scales were eleminated at the first analysis as they were filled incorrectly or incompletely. So the analysis has done on the scales that filled by the 158 teachers. The scale 's internal reliability coefficient was calculated by Cronbach alpha and found as 92. In the analysis of data; percentage and frequency were used in personal information. The distribution of the scale scores were examined and it was determined that the distribution wasn’t parametric. Therefore, the Mann-Whitney U and the Kruskal-Wallis tests which are nonparametric statistical analysis techniques were used to test difference of the scores obtained from the scale in the term of several variables. The significance level was taken .05 in all comparisons. According to the analysis, the classroom teachers attitudes’ towards value education were positive, the scores of attitude neither changed by the gender nor by the variablity of the class they teach, but got significantly differing conclusions for the seniority and variable type of the school graduated from. Based on these findings, various suggestions have been made.
Each problem tends to search for a new solution, initiates a new
learning process. Qualified indi... more Each problem tends to search for a new solution, initiates a new learning process. Qualified individual and social problems in contemporary societies, not only in the academic domain, but also in the moral domain has attracted the attention of both parents and educators to values education of qualified individuals training and so on needs. In recent years, an interest in values education has increased in our country, this interest has become official with the first course in an circularissued in 2010. Whether in the family or at school, in order to become a useful individual to society, many people are agree about that the children should take moral education. Although this training is carried out in different ways, the most appropriate one is to be planned and should be included in curriculat hat highlights values education performed in various ways in programs. Besides, in the academic studies done on values education, different perspectives should be seen and studies should be carried out in different areas. In this context, it is useful to look at the applications of values education of the countries that caught achievements at international tests (TIMSS, PIRLS). This study aims to compare the Citizenship and Moral Education that taught in primary schools in Singapore education system to the Life Science course that taught in the National Education System of Turkey in the context of values education. While comparing the two courses, it is seen that the values are taught as a separate subject in Singapore, but it is interspersed with in a lot of courses content in Turkey. But while the elements of training programs (benefits, learning – teaching process, and so on) are being examined, it is seen that a lot of points are similar. This study is mainly expected to be useful to educators, curriculum development experts and anyone interested in values education.
By education, it is possible to eliminate or decrease the social
problems which are growing at pr... more By education, it is possible to eliminate or decrease the social problems which are growing at present. Educational programs may play an active role for this purpose. It is very important for the prepared education programs not to leave on chance the gains for the solution of such social problems. While considering the fact that attitudes are developed at an early age, the requirement of the values education emerges in both gains and content of primary school courses. Examination of the gains in terms of values education programs not only offers introductory information to the teachers but also generates a data source for curriculum development centers. It should be taken in into account to provide adequate and balanced distribution of cognitive, affective and psychomotor areas in the prepared training programs. In this context, it must be known to what extent of the affective characteristics takes place in the training programs. In this study, the gains in Life Science Education Program analyzed in the term of values education. The study is limited with the second grade’s Life Science curriculum and the exemined values are limited with 27 different humanistic values. Life Science in 2nd grades consists of three themes which are including a total of 94 gains. At the end of the study, it has come to a conclusion that in the theme of ‘My School Excitement’ 15 values of the 33 values, in the theme of "My Unique home" 9 values of 37 and in the theme of "Yesterday, Today and Tomorrow" 7 of 24 values have associated with values. Additionally, it is determined that "responsibility" is the most and "peace", "non-violent life" and "morality" are the least values that have been pointed. There is no reference to the expression of 10 values. Several recommendations based on the results of the study are presented.
Bu çalıĢma, ilköğretim birinci kademe (1., 2. ve 3. sınıf) öğrencilerinin
çevre ile ilgili görüĢ ... more Bu çalıĢma, ilköğretim birinci kademe (1., 2. ve 3. sınıf) öğrencilerinin çevre ile ilgili görüĢ ve düĢüncelerini belirlemek amacıyla yapılmıĢtır. AraĢtırmada nitel yöntemler kullanılmıĢtır. AraĢtırma verileri 2010 – 2011 eğitim öğretim yılında Bingöl ilinde çeĢitli okullarda öğrenim görmekte olan 1., 2. ve 3. sınıf öğrencilerinden yarı yapılandırılmıĢ görüĢme formları kullanılarak elde edilmiĢtir. GörüĢmeler öğrencilerle yüz yüze olarak yapılmıĢtır. GörüĢme formunda, öğrencilerin çevre ile ilgili görüĢlerini belirlemeye yönelik sorular yer almaktadır. AraĢtırma sonucunda elde edilen veriler betimsel olarak analiz edilmiĢtir. Yapılan analiz sonuçları öğrencilerin çevre ile ilgili düĢüncelerinin olumlu olduğunu ortaya koymaktadır.
This research aims to develop a scale to determine elementary school
students' attitudes towards ... more This research aims to develop a scale to determine elementary school students' attitudes towards the environment. In this research, a total of 360 students of 4th and 5th grades from primary school have been reached by using a method of stratified sample. Two different scales have been developed in this study to determine students’ attitudes towards environment. The first scale has a single-factor structure and consists of 32 items. The second one, the Environmentally Responsible Behavior Scale (ÇYSDÖ), is a three-factor structure consisting of 21 items. In the process of developing the scales literature review, by examining the items which have been written in a scale format have been converted to data collection tool. The necessary regulations and pre-application were made as a result of expert opinion, teacher opinion and the negotiations with a group of students in order to determine the suitability of language and expression. According to the exploratory and confirmatory factor analysis the scales have been confirmed as models. The statistical programs SPSS 7.0 and LISREL 8.51 are used for statistical analysis.
This research aims to assess attitudes and responsible behaviors of first grade primary school st... more This research aims to assess attitudes and responsible behaviors of first grade primary school students. The sample of the research consisted of 1200 students of fourth and fifth grade who were selected from various 15 public schools in Bingöl. Stratified sample were selected to decide sample size. The data was obtained from application of the Environmental Attitudes Scale (EAS) and Environmental Responsible Behavior Scale (ERBS) were improved by researcher. EAS that comprises 32 items and three dimensional ERBS; in total 21 items were developed by the researcher. Cronbach's alpha reliability coefficient of internal coherence was used in order to determine the reliability of the applied scale for the first grade second term students. For the first scale .84, for the sub-dimension of the environmental interest of the second scale .84, for the cleanness-saving sub-dimension .69, and for the sub-dimension of animal love .55 Cronbach's alpha value coefficient was calculated. It was calculated .86 Cronbach’s alpha value for the whole of the second scale. Dispersion characteristics of the quantitative data were examined and the data was analyzed by using SPSS 17.0 statistical package program. Descriptive statistics, Mann Whitney U test, and Kruskal Wallis test were conducted to analyze the data. The main finding of this research is that, there were no differences observed between the class variable in the students’ attitudes and responsible behaviors towards the environment. But according to the students' gender and settlement of the students, there were found significant differences between attitudes and responsible behavior towards the environment.
Values are one of the basic identifier of personality traits and are not innate but acquired by t... more Values are one of the basic identifier of personality traits and are not innate but acquired by training. Although values can be taught in all stages of life, values education gain importance in childhood because personality takes shape in it. Values education firstly begins in family, than continues at educational institutions. Basic values are acquired respectively by taking parents as role models and education at schools. For the strengthened personality traits, the values thought at whole life must be coherent. Especially consistency of school and family that is important on children personality highlights for values education. If there is no consistency between the values that students learned or witnessed in the school and in the family, then conflicts are occurred and these situations cause personality disorders. This research aims to investigate the importance of family and school consistency in values education and how it should be during fundamental/primary education level. Considering findings, proposals were developed for family and school in values education.
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attitudes towards the values education being implemented at schoools. The first
course circular that published by the Ministry of Education in 2010 became a
turning point in term of works of values education to be official and
dissemination. But it is a known fact that the teacher is a key role for a
programme adoption or being implemented successfully. For this purpose, the
requirement of classroom teacher attitudes towards values education has born.
It should be kept in mind that the taechers who have positive attitudes towards
values educations will it implement more effectively. In order to determine the
diffenrentiation status of classroom teachers’ attitudes related to values
education and this attitude in terms of several variables have been developed
and implemented by researcher with " Values Education Attitude Scale " that
consists of 25 items. This study is a screening model and of a descriptive nature.
The study universe is composed of the classroom teachers who work at primary
school in Bingöl. All of the teachers have been reached and the data collection
tool was distributed on a voluntary basis. Accordingly, 162 teachers completed
the scale and provided feedback. Four of these scales were eleminated at the
first analysis as they were filled incorrectly or incompletely. So the analysis has
done on the scales that filled by the 158 teachers.
The scale 's internal reliability coefficient was calculated by Cronbach
alpha and found as 92. In the analysis of data; percentage and frequency were
used in personal information. The distribution of the scale scores were
examined and it was determined that the distribution wasn’t parametric.
Therefore, the Mann-Whitney U and the Kruskal-Wallis tests which are nonparametric statistical analysis techniques were used to test difference of the
scores obtained from the scale in the term of several variables. The significance
level was taken .05 in all comparisons. According to the analysis, the classroom
teachers attitudes’ towards value education were positive, the scores of attitude
neither changed by the gender nor by the variablity of the class they teach, but
got significantly differing conclusions for the seniority and variable type of the
school graduated from. Based on these findings, various suggestions have been
made.
learning process. Qualified individual and social problems in
contemporary societies, not only in the academic domain, but also in
the moral domain has attracted the attention of both parents and
educators to values education of qualified individuals training and so on
needs. In recent years, an interest in values education has increased in
our country, this interest has become official with the first course in an
circularissued in 2010. Whether in the family or at school, in order to
become a useful individual to society, many people are agree about that
the children should take moral education. Although this training is
carried out in different ways, the most appropriate one is to be planned
and should be included in curriculat hat highlights values education
performed in various ways in programs. Besides, in the academic
studies done on values education, different perspectives should be seen
and studies should be carried out in different areas. In this context, it is
useful to look at the applications of values education of the countries
that caught achievements at international tests (TIMSS, PIRLS). This
study aims to compare the Citizenship and Moral Education that taught
in primary schools in Singapore education system to the Life Science
course that taught in the National Education System of Turkey in the
context of values education. While comparing the two courses, it is seen
that the values are taught as a separate subject in Singapore, but it is
interspersed with in a lot of courses content in Turkey. But while the
elements of training programs (benefits, learning – teaching process,
and so on) are being examined, it is seen that a lot of points are similar.
This study is mainly expected to be useful to educators, curriculum
development experts and anyone interested in values education.
problems which are growing at present. Educational programs may play
an active role for this purpose. It is very important for the prepared
education programs not to leave on chance the gains for the solution of
such social problems. While considering the fact that attitudes are
developed at an early age, the requirement of the values education
emerges in both gains and content of primary school courses.
Examination of the gains in terms of values education programs not
only offers introductory information to the teachers but also generates a
data source for curriculum development centers. It should be taken in
into account to provide adequate and balanced distribution of cognitive,
affective and psychomotor areas in the prepared training programs. In
this context, it must be known to what extent of the affective
characteristics takes place in the training programs. In this study, the
gains in Life Science Education Program analyzed in the term of values
education. The study is limited with the second grade’s Life Science
curriculum and the exemined values are limited with 27 different
humanistic values. Life Science in 2nd grades consists of three themes
which are including a total of 94 gains. At the end of the study, it has
come to a conclusion that in the theme of ‘My School Excitement’ 15
values of the 33 values, in the theme of "My Unique home" 9 values of
37 and in the theme of "Yesterday, Today and Tomorrow" 7 of 24 values
have associated with values. Additionally, it is determined that
"responsibility" is the most and "peace", "non-violent life" and "morality"
are the least values that have been pointed. There is no reference to the
expression of 10 values. Several recommendations based on the results
of the study are presented.
çevre ile ilgili görüĢ ve düĢüncelerini belirlemek amacıyla yapılmıĢtır.
AraĢtırmada nitel yöntemler kullanılmıĢtır. AraĢtırma verileri 2010 – 2011
eğitim öğretim yılında Bingöl ilinde çeĢitli okullarda öğrenim görmekte olan 1.,
2. ve 3. sınıf öğrencilerinden yarı yapılandırılmıĢ görüĢme formları kullanılarak
elde edilmiĢtir. GörüĢmeler öğrencilerle yüz yüze olarak yapılmıĢtır. GörüĢme
formunda, öğrencilerin çevre ile ilgili görüĢlerini belirlemeye yönelik sorular
yer almaktadır. AraĢtırma sonucunda elde edilen veriler betimsel olarak analiz
edilmiĢtir. Yapılan analiz sonuçları öğrencilerin çevre ile ilgili düĢüncelerinin
olumlu olduğunu ortaya koymaktadır.
students' attitudes towards the environment. In this research, a total of
360 students of 4th and 5th grades from primary school have been reached
by using a method of stratified sample. Two different scales have been
developed in this study to determine students’ attitudes towards
environment. The first scale has a single-factor structure and consists of 32
items. The second one, the Environmentally Responsible Behavior Scale
(ÇYSDÖ), is a three-factor structure consisting of 21 items. In the process of
developing the scales literature review, by examining the items which have
been written in a scale format have been converted to data collection tool.
The necessary regulations and pre-application were made as a result of
expert opinion, teacher opinion and the negotiations with a group of
students in order to determine the suitability of language and expression.
According to the exploratory and confirmatory factor analysis the scales
have been confirmed as models. The statistical programs SPSS 7.0 and
LISREL 8.51 are used for statistical analysis.
sample of the research consisted of 1200 students of fourth and fifth grade who were selected from various 15
public schools in Bingöl. Stratified sample were selected to decide sample size. The data was obtained from
application of the Environmental Attitudes Scale (EAS) and Environmental Responsible Behavior Scale (ERBS)
were improved by researcher. EAS that comprises 32 items and three dimensional ERBS; in total 21 items were
developed by the researcher. Cronbach's alpha reliability coefficient of internal coherence was used in order to
determine the reliability of the applied scale for the first grade second term students. For the first scale .84, for
the sub-dimension of the environmental interest of the second scale .84, for the cleanness-saving sub-dimension
.69, and for the sub-dimension of animal love .55 Cronbach's alpha value coefficient was calculated. It was
calculated .86 Cronbach’s alpha value for the whole of the second scale. Dispersion characteristics of the
quantitative data were examined and the data was analyzed by using SPSS 17.0 statistical package program.
Descriptive statistics, Mann Whitney U test, and Kruskal Wallis test were conducted to analyze the data. The main finding of this research is that, there were no differences observed between the class variable in the
students’ attitudes and responsible behaviors towards the environment. But according to the students' gender and settlement of the students, there were found significant differences between attitudes and
responsible behavior towards the environment.
Books
attitudes towards the values education being implemented at schoools. The first
course circular that published by the Ministry of Education in 2010 became a
turning point in term of works of values education to be official and
dissemination. But it is a known fact that the teacher is a key role for a
programme adoption or being implemented successfully. For this purpose, the
requirement of classroom teacher attitudes towards values education has born.
It should be kept in mind that the taechers who have positive attitudes towards
values educations will it implement more effectively. In order to determine the
diffenrentiation status of classroom teachers’ attitudes related to values
education and this attitude in terms of several variables have been developed
and implemented by researcher with " Values Education Attitude Scale " that
consists of 25 items. This study is a screening model and of a descriptive nature.
The study universe is composed of the classroom teachers who work at primary
school in Bingöl. All of the teachers have been reached and the data collection
tool was distributed on a voluntary basis. Accordingly, 162 teachers completed
the scale and provided feedback. Four of these scales were eleminated at the
first analysis as they were filled incorrectly or incompletely. So the analysis has
done on the scales that filled by the 158 teachers.
The scale 's internal reliability coefficient was calculated by Cronbach
alpha and found as 92. In the analysis of data; percentage and frequency were
used in personal information. The distribution of the scale scores were
examined and it was determined that the distribution wasn’t parametric.
Therefore, the Mann-Whitney U and the Kruskal-Wallis tests which are nonparametric statistical analysis techniques were used to test difference of the
scores obtained from the scale in the term of several variables. The significance
level was taken .05 in all comparisons. According to the analysis, the classroom
teachers attitudes’ towards value education were positive, the scores of attitude
neither changed by the gender nor by the variablity of the class they teach, but
got significantly differing conclusions for the seniority and variable type of the
school graduated from. Based on these findings, various suggestions have been
made.
learning process. Qualified individual and social problems in
contemporary societies, not only in the academic domain, but also in
the moral domain has attracted the attention of both parents and
educators to values education of qualified individuals training and so on
needs. In recent years, an interest in values education has increased in
our country, this interest has become official with the first course in an
circularissued in 2010. Whether in the family or at school, in order to
become a useful individual to society, many people are agree about that
the children should take moral education. Although this training is
carried out in different ways, the most appropriate one is to be planned
and should be included in curriculat hat highlights values education
performed in various ways in programs. Besides, in the academic
studies done on values education, different perspectives should be seen
and studies should be carried out in different areas. In this context, it is
useful to look at the applications of values education of the countries
that caught achievements at international tests (TIMSS, PIRLS). This
study aims to compare the Citizenship and Moral Education that taught
in primary schools in Singapore education system to the Life Science
course that taught in the National Education System of Turkey in the
context of values education. While comparing the two courses, it is seen
that the values are taught as a separate subject in Singapore, but it is
interspersed with in a lot of courses content in Turkey. But while the
elements of training programs (benefits, learning – teaching process,
and so on) are being examined, it is seen that a lot of points are similar.
This study is mainly expected to be useful to educators, curriculum
development experts and anyone interested in values education.
problems which are growing at present. Educational programs may play
an active role for this purpose. It is very important for the prepared
education programs not to leave on chance the gains for the solution of
such social problems. While considering the fact that attitudes are
developed at an early age, the requirement of the values education
emerges in both gains and content of primary school courses.
Examination of the gains in terms of values education programs not
only offers introductory information to the teachers but also generates a
data source for curriculum development centers. It should be taken in
into account to provide adequate and balanced distribution of cognitive,
affective and psychomotor areas in the prepared training programs. In
this context, it must be known to what extent of the affective
characteristics takes place in the training programs. In this study, the
gains in Life Science Education Program analyzed in the term of values
education. The study is limited with the second grade’s Life Science
curriculum and the exemined values are limited with 27 different
humanistic values. Life Science in 2nd grades consists of three themes
which are including a total of 94 gains. At the end of the study, it has
come to a conclusion that in the theme of ‘My School Excitement’ 15
values of the 33 values, in the theme of "My Unique home" 9 values of
37 and in the theme of "Yesterday, Today and Tomorrow" 7 of 24 values
have associated with values. Additionally, it is determined that
"responsibility" is the most and "peace", "non-violent life" and "morality"
are the least values that have been pointed. There is no reference to the
expression of 10 values. Several recommendations based on the results
of the study are presented.
çevre ile ilgili görüĢ ve düĢüncelerini belirlemek amacıyla yapılmıĢtır.
AraĢtırmada nitel yöntemler kullanılmıĢtır. AraĢtırma verileri 2010 – 2011
eğitim öğretim yılında Bingöl ilinde çeĢitli okullarda öğrenim görmekte olan 1.,
2. ve 3. sınıf öğrencilerinden yarı yapılandırılmıĢ görüĢme formları kullanılarak
elde edilmiĢtir. GörüĢmeler öğrencilerle yüz yüze olarak yapılmıĢtır. GörüĢme
formunda, öğrencilerin çevre ile ilgili görüĢlerini belirlemeye yönelik sorular
yer almaktadır. AraĢtırma sonucunda elde edilen veriler betimsel olarak analiz
edilmiĢtir. Yapılan analiz sonuçları öğrencilerin çevre ile ilgili düĢüncelerinin
olumlu olduğunu ortaya koymaktadır.
students' attitudes towards the environment. In this research, a total of
360 students of 4th and 5th grades from primary school have been reached
by using a method of stratified sample. Two different scales have been
developed in this study to determine students’ attitudes towards
environment. The first scale has a single-factor structure and consists of 32
items. The second one, the Environmentally Responsible Behavior Scale
(ÇYSDÖ), is a three-factor structure consisting of 21 items. In the process of
developing the scales literature review, by examining the items which have
been written in a scale format have been converted to data collection tool.
The necessary regulations and pre-application were made as a result of
expert opinion, teacher opinion and the negotiations with a group of
students in order to determine the suitability of language and expression.
According to the exploratory and confirmatory factor analysis the scales
have been confirmed as models. The statistical programs SPSS 7.0 and
LISREL 8.51 are used for statistical analysis.
sample of the research consisted of 1200 students of fourth and fifth grade who were selected from various 15
public schools in Bingöl. Stratified sample were selected to decide sample size. The data was obtained from
application of the Environmental Attitudes Scale (EAS) and Environmental Responsible Behavior Scale (ERBS)
were improved by researcher. EAS that comprises 32 items and three dimensional ERBS; in total 21 items were
developed by the researcher. Cronbach's alpha reliability coefficient of internal coherence was used in order to
determine the reliability of the applied scale for the first grade second term students. For the first scale .84, for
the sub-dimension of the environmental interest of the second scale .84, for the cleanness-saving sub-dimension
.69, and for the sub-dimension of animal love .55 Cronbach's alpha value coefficient was calculated. It was
calculated .86 Cronbach’s alpha value for the whole of the second scale. Dispersion characteristics of the
quantitative data were examined and the data was analyzed by using SPSS 17.0 statistical package program.
Descriptive statistics, Mann Whitney U test, and Kruskal Wallis test were conducted to analyze the data. The main finding of this research is that, there were no differences observed between the class variable in the
students’ attitudes and responsible behaviors towards the environment. But according to the students' gender and settlement of the students, there were found significant differences between attitudes and
responsible behavior towards the environment.