Regional differences in environment education of primary education in terms of teacher conceptions

Urey M., Colak K., OKUR M.

World Conference on Educational Sciences, Nicosia, CYPRUS, 4 - 07 February 2009, vol.1, pp.795-799 identifier identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 1
  • Doi Number: 10.1016/j.sbspro.2009.01.142
  • City: Nicosia
  • Country: CYPRUS
  • Page Numbers: pp.795-799
  • Karadeniz Technical University Affiliated: Yes


The purpose of this study is to investigate the theoretical and practical dimensions of the environment subjects taught in primary schools in our country on students and to reveal the regional differences if there are any. In the first phase of this mixed method study, we attempted to reveal the theories and practices of students relating to environment using performance test and pictorial survey studies. In the second phase of the study, a semi-structured interview study was implemented with 3 science and technology teachers in the light of the data gathered from the first phase of the study. The implementation of the study took place in three different provinces (zmir, Ankara, Kars) of our country considering the science and technology curriculum of the 8th grade. As a result of this study, it was found that the practice dimension of the students in Kars province was high and the theory dimension was low; whereas the theory dimension was high for the students in Ankara and zmir and practice dimension was low. This result is thought to be associated with urbanization and to be affected from socioeconomic level and culture. Furthermore, the large losses in the number of students during the transition from primary to secondary education highlight the need to focus on primary and preschool curricula in environment education. (C) 2009 Elsevier Ltd. All rights reserved