Farklı ülkelerin çevre eğitimi politikalarını karsılastırmaya yönelik bir durum çalısması

Birçok ülkede ve Türkiye'de çevre eğitiminin küresel ısınma kavramı ile ortaya çıktığı söylenebilir. Küresel ısınma ile birlikte çevre problemlerin dünya üzerindeki etkisi artmıstır. Bundan dolayı ülkeler kendi eğitim ve siyasi politikalarını çevre sorunlarının çözümü üzerine odaklamıslardır. Bu çalısmanın amacı; Fiji, Papua Yeni Gine, Hindistan, Umman ve Yunanistan gibi ülkelerin çevre eğitimi politikalarına etki eden faktörleri belirlemek ve Türkiye’nin çevre eğitimi politikasına etki eden faktörlerle karsılastırmaktır. Bu çalısmada doküman analizi kullanılmıstır. Bunun için de örneklemi olusturan ülkelerin çevre eğitimi politikaları ile ilgili genel tarama (literatür taraması) yapılmıstır. Elde edilen kaynaklar belirli bir norma göre düzenlenip, Türkçeye tercüme edildikten sonra çevre eğitimine etki eden ortak faktörler çıkarılmıstır. Bu bağlamda ülkelerin çevre eğitiminde etkili olan özellikler anlam çözümleme tablosu ve betimsel analiz yardımıyla açıklanmaya çalısılmıstır. Yapılan bu değerlendirmeler sonucunda, Türkiye ve Yunanistan'ın çevre eğitimi politikaları bakımından benzer özelliklerinin daha fazla olduğu sonucuna ulasılmıstır. Türkiye ile örneklemi olusturan diğer ülkelerin, çevre eğitimi politikaları açısından farklılıklar tasıdığı görülmüstür. Türkiye'nin çevre eğitimi politikasına en yakın ülke Yunanistan iken, en uzak ülkenin ise Papua Yeni Gine olduğu sonucuna varılmıstır.

A case study comparing environmental educational policies of different countries

It can be said that in Turkey as well as in a lot of countries environmental education has come out with the concept of global warming. Because the impact of the environmental problems increased on the world together with the global warming, countries focused their own educational and political policies on the solution of environmental problems. The aim of this study is to examine the environmental education policies of such countries in detail Fiji, Papua New Guinea, India, Greece and Turkey. Document analysis has been used in the present study. Environmental education literature of the sample countries has been reviewed. Firstly, such literature edited and translated into Turkish and finally, common factors that effect the environment education are stated. In this sense common and uncommon features which are effective in countries’ environmental education are tried to be explained with the help of analysis of the meaning of statements and descriptive analysis. The results of these evaluations show that environmental policies of Turkey and Greece have more similar characteristics. It is understood that there are differences between Turkey and the other countries that form the sample in terms of environmental education policy. In brief, it is concluded that the most similar country to the environmental policy of Turkey is Greece, whereas the most different one is Papua New Guinea.

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