Asia-Pacific Forum on Science Learning and Teaching, Volume 6, Issue 2, Article 5 (Dec., 2005)
Murat GÖKDERE
A study on environmental knowledge level of primary students in Turkey
Previous Contents Next

Introduction

Environmental education involves learning about the natural systems that sustain life and how those systems are affected by human activity. Environmental education raises public awareness of the environmental consequences of our actions. During the last decades the trend for environmental protection has expanded in various areas, including the realm of education. The underlying assumptions of this inclusion are that (a) if people are aware of the need for and the ways of protecting the environment they will act to preserve it, (b) schools should assume responsibility for educating about environmental protection, and (c) environmental education (EE) can be effective as a part of a school curriculum. (Paraskevopoulos et.al, 1998). Several educators and environmentalists have produced a rich variety of education models, instructional packages and materials, and theoretical guidelines that have constituted EE. All these efforts have underlined the importance of education in promoting environmental awareness and protection.

Many teachers in high schools develop and apply EE materials and activities. Furthermore, environmentally aware teachers tried to acquire both knowledge and training in EE (Carre & Carter, 1993). However, few researchers were active in providing the required research base for a scientific approach to the field. The existing lack of research in EE, especially with regard to children in elementary schools, is not only a Turkish phenomenon. Most international studies have focused on the environmental knowledge and education of high school students, leaving the elementary level untouched (Jaus, 1982; Littledyke, 1997) However, the significance of EE is highlighted by research findings suggesting that students at the elementary (Froud, 1994; Gorodetsky, & Keiny 1995) level acquire most of their knowledge about the environment from classes in school. Furthermore, it is becoming evident to all agents involved in EE that the significance of the old idea of building upon the prior knowledge and experience of each student acquires new meaning in the context of EE (Paraskevopoulos et. al, 1998). Walsh (1994) discussed extensively the need to consider the specific local experience of students before EE programs are implemented; the need for local research on environmental knowledge of students has been underlined by other researchers as well.

Situation of environmental education in Turkish education system can be explained in two steps;

  1. Primary level. Environmental education issues are presented in lesson of science and nature knowledge in nature conservation chapter.
  2. Secondary Level. Environmental education lesson is called Environment and Human at secondary level in Turkey and it is optional. In addition to environmental education issues to be found in content of biology lesson at K9 level.
    3.

There are some difficulties to effective environment education in Turkey. These can be summarized as follows,

  1. Explanation inconsistency of goals and principles in preparing education programs,
  2. Because of the need for equipments, environmental activities are not practiced,
  3. Lack of expert teachers in environmental education.

Government and citizenships have various responsibilities for conservation of environment and prevention of pollution. A reason of current environment problem is lack of consciousness and information about environment. A person who has not had environmental consciousness might not perceive people lives in the future.

If researches are investigated in literature, it can be clearly seen that however, environment is not heritage, the environment needs to be protected and left for the next generation in its best form. One of the important factors for the environmental education is to define and realize it. (Paraskevopoulos, et.al., 1998; Shin, 2000).

If environmental knowledge of society members has qualified level, they can realize its importance for themselves. It is a positive contribution for environmental education of their living area. When some countries give importance to the environmental education studies (Flogaitis, E., & Alexopoulou, 1991; Paraskevopoulos, et.al., 1998).The development of EE in Turkey has not complied with the above requirements. On the contrary, as in other countries (Ham & Castillo, 1990; Shin, 2000), EE materials used in Turkey are merely translations of foreign ones, resulting in a variety of limitations in their effectiveness. Furthermore, there has not been a large research effort regarding the environmental knowledge of elementary-aged students in Turkey. As a result, interpretations of what students should know or what students do know have not been research based, leaving the issue of EE content unresolved. In these studies the type of settlement area is not taken into consideration. What is the environmental knowledge degree of students educating in city, town and village primary schools in Turkey?

The purpose in this study was to determine environmental knowledge level of primary students in Turkey and it is expected to help development of a baseline database that will allow effective planning of Environmental Education for primary education in Turkey.

 

Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Article 5 (Dec., 2005). All Rights Reserved.