OKUL ÖNCESİ ÖĞRETMENLERİNİN EKOLOJİK OKURYAZARLIK BİLGİ VE FARKINDALIK DÜZEYLERİNİN İNCELENMESİ

Günümüzde yaşanan çevre sorunlarının temeline bakıldığında bireylerin ekolojik okuryazarlık düzeylerinin yetersiz olması yatmaktadır. Ekolojik okuryazarlık; doğanın dilini anlamak ve doğanın işleyişine uygun davranmak şeklinde tanımlanabilir. Bu becerinin çocuklara kazandırılmasında okul öncesi öğretmenlerinin yeri oldukça önemlidir. Bu araştırmanın amacı; okul öncesi öğretmenlerinin ekolojik okuryazarlığa ilişkin bilgi ve farkındalık düzeylerinin incelenmesidir Temel nitel araştırma yönteminin kullanıldığı çalışmaya Türkiye’nin farklı illerinde görev yapan 155 okul öncesi öğretmeni katılmıştır. Verilerin toplanmasında araştırmacılar tarafından geliştirilen, demografik bilgileri ve Avustralya Yangınını konu edinen örnek olayla ilgili soruları içeren görüşme formu kullanılmıştır. Verilerin analizinde betimsel analiz kullanılmıştır. Araştırmaya katılan okul öncesi öğretmenlerinin, 119’unun (%81’i), çevre/doğa/ekolojik okuryazarlık vb. konularla ilgili herhangi bir sivil toplum kuruluşuna üye olmadığı, üye olan 28 (%19) öğretmenin ise çoğunlukla TEMA Vakfına üye olduğu görülmüştür. Öğretmenlerin 86’sı (%55.5) daha önce ekolojik okuryazarlık kavramını duyduğunu ifade ederken, 69’u (%44.5) duymadığını ifade etmiştir. Öğretmenlerin yaptığı ekolojik okuryazarlık tanımlarının alanyazın ile benzer olduğu görülmüştür. Öğretmenlerin örnek olayla ilgili verdiği cevaplardan genel olarak bilgi düzeyinde ekolojik okuryazarlığa sahip oldukları, ancak bilgi boyutunun davranış boyutuna ne derece yansıdığının araştırılması gerektiği sonucuna ulaşılmıştır. Buradan yola çıkarak okul öncesi öğretmenlerine yönelik ekolojik okuryazarlık eğitimleri düzenlenebilir.

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