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Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 3 (Jun., 2018) |
Analysis of change in the environmental perceptions of prospective science teachers: A longitudinal study1
Elif ÖZATA YÜCEL
Kocaeli University, Faculty of Education, Department of Primary Education, 41380 Kocaeli, TURKEY
Corresponding Author’s Email:elif.ozata@kocaeli.edu.tr,elifozatayucel@gmail.comMuhlis ÖZKAN
Uludag University, Faculty of Education, Department of Mathematics and Science Education 16059 Bursa, TURKEY
Email: muozkan@uludag.edu.tr,muozkan16@gmail.comReceived 10 Jun., 2017
Revised 30 Apr., 2018
The aim of this study was to determine the changes in the environmental perceptions of prospective science teachers after various environmental-related subjects and concepts included in the curriculum were covered, and at the end of a sensitive and cognitive acquisition period of three years. In the collection of the data, the Word Association Test (WAT), which included the key concept of ‘environment’, was utilized. Tests were applied to the students (55 subjects) twice, one of which was in the second class year, when they started taking Biology I and II, Biology Laboratory I and II, Ecology, Geology, etc. (2013) and the other in the second semester of the fourth class year (2016). It was determined that with the positive contribution of the courses taken regarding environment and the time spent on education and learning, the undergraduate students included many new concepts and subjects into environment concepts of their affective and cognitive status, and they had positive changes in their conceptual perception. However, it was concluded that this development was not at the expected level. It was even lower in certain themes and complex relationships were not fully understood.
Keywords: Environmental Perception, Science education, Word association, Prospective science teachers
1This study was presented as oral paper at the 7th International Conference on New Horizons in Education (INTE-2016).
