Okul öncesi öğretmenlerinin çevresel tutumları

Cevher Kalburan F. N. , Kandır A., YURT Ö.

II. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Antalya, Turkey, 29 April - 02 May 2010, pp.1536-1552

  • Publication Type: Conference Paper / Full Text
  • City: Antalya
  • Country: Turkey
  • Page Numbers: pp.1536-1552


Today, natural environment vanishes gradually in the face of the increase of technology, consuming and urbanization. It is observed that the politics carried out to prevent the rapid and uncontrolled change in nature are not enough, which shows that fist of all we should start from the educating of people who forms the nations to protect the environment and improving environmental values. For this reason, to increase the sensitivity for ecological problems of people, and to make them have positive environmental attitude and actions form one of the most important parts of the education societies carry out. The period in which individuals’ potential for gaining attitudes and behaviors is early years. In this respect, instilling the basic knowledge, attitudes and behaviors in individuals during early years has critical importance with respect to raising environmentally sensitive world citizens. In this critical instructional process, the early childhood teacher plays an important role both as a model and as a guide in raising individuals. 
This research has been made for the aim of determining the environmental attitudes of early childhood teachers. The study group of the research is formed by 150 early childhood teachers coming from different cities of Turkey for the National Education Ministry (NEM) In-service Training performed in Aksaray, Rize and Yalova in 2008-2009 academic years by using 0.95 confidence level (0.10), 0.90 mass interval and tolerance interval basically upon the total early childhood teachers in Turkey (28848). “Environmental Attitude Scale” developed by Fernandez-Manzanal et al. (2007) was used as a tool of data collection. At the end of the research, the environmental attitudes of early childhood teachers’ are identified and suggestions are made based on the findings.