Fen bilgisi öğretmen adaylarının çevre okuryazarlığının proje tabanlı öğrenme süresince örnek olaylarda değerlendirilmesi

Çevre okuryazarlığı farkındalık ile başlayan ve insanın tüm bilgi, duygu ve becerilerini davranışa dönüştürdükleri bir süreçtir. İfade edilen süreç bu çalışmada Hsu (1997)’nun farkındalık, bilgi, tutum, duyarlılık, beceriler ve aktif katılım olarak belirttiği çevre okuryazarlığı bileşenleri ile değerlendirilmiştir. Proje tabanlı öğrenmeyle hazırlanan bir ders süreci boyunca fen bilgisi öğretmen adaylarının çevre okuryazarlıklarının uygulanan örnek olay metinleriyle değerlendirilmesi amaçlanmıştır. Bu amaç doğrultusunda çalışma grubu olarak belirlenen Marmara Üniversitesi Atatürk Eğitim Fakültesi Fen Bilgisi Öğretmenliği 2. sınıf öğrencilerine yedi farklı konuda örnek olaylar hazırlanmış ve uygulanmıştır. Örnek olaylardaki problemlere verilen cevaplar betimsel çözümleme yöntemiyle değerlendirilmiştir. Çalışma sonucunda öğrencilerin çevre okuryazarlığının tüm bileşenlerini kullanarak soruları yanıtladıkları tespit edilmiştir.

Evaluation of preservice science teachers’ environmental literacy by using case studies throughout project based learning

Environmental literacy is a procedure that begins with awareness and turns man’s knowledge, senses and skills into behaviors. The stated procedure is evaluated with Hsu (1997)’s awareness, knowledge, attitude, behavior, sensitivity and active attendance components. It is aimed to evaluate the environmental literacy of preservice science teachers by using case studies during the project based prepared class period. In the sake of this aim Marmara University Atatürk Education Faculty second class students are determined as sample group and seven different sample subjects and cases are prepared and implemented. Case studies for each subject given students are used for student’s evaluating their environmental literacy from their self-expressions. Evaluation of case studies was made with descriptive analyzing. Results are concluded that students answered the questions in the case study, by refl ecting all dimensions of environmental literacy.

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