scholarly journals THE RELATIONSHIP BETWEEN ENVIRONMENTAL ETHICS AWARENESS AND SUSTAINABLE ENVIRONMENTAL ATTITUDE

2021 ◽  
Vol 9 (59) ◽  
Keyword(s):  
Social Studies ◽  
Secondary Schools ◽  
Environmental Ethics ◽  
Personal Information ◽  
Attitude Scale ◽  
Social Studies Teachers ◽  
Environmental Attitude ◽  
National Education ◽  
Sustainable Environment ◽  
The Relationship

The aim of this study is to examine Social Studies teachers' awareness of environmental ethics and their attitudes towards sustainable environment in terms of various variables and to analyze the relationship between environmental ethics awareness and attitude towards sustainable environment. The study group of the research consists of 207 Social Studies teachers working in official secondary schools and imam hatip secondary schools affiliated to the Ministry of National Education in Sarıyer, Esenler, Kâğıthane and Beylikdüzü districts of Istanbul. "Environmental Ethics Awareness Scale", "Sustainable Environmental Attitude Scale" were used as data collection tools and "Personal Information Form" to collect demographic information. As a result of the analysis of the data, it was found that the teachers have high environmental ethics awareness. It was determined that environmental ethics awareness differed according to the variables of taking environmental lessons and being a member of non-governmental organizations, institutions or organizations related to the environment, and that environmental ethics awareness did not differ in terms of participating in in-service trainings related to gender, service time and environment. As a result of the research, it was concluded that teachers' attitudes towards sustainable environment are at a high level. It was determined that their attitudes towards sustainable environment differ according to the variables of gender, year of service, taking curses related to the environment, being a member of an environmental non-governmental organization, institution or organization; In addition, it was determined that there is a moderate, positive and significant relationship between teachers' awareness of environmental ethics and their attitudes towards sustainable environment. Keywords: Environment, environmental ethics, sustainable environment, social studies teacher, İstanbul

scholarly journals The Relationship between Prospective Social Studies Teachers’ Attitudes towards Gender Roles and Entrepreneurship Levels

2020 ◽  
Vol 8 (4) ◽  
pp. 64
Author(s):  
Fadime Seçgin ◽  
Ayşegül Tural
Keyword(s):  
Gender Roles ◽  
Social Studies ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Gender Role Attitudes ◽  
Attitude Scale ◽  
Social Studies Teachers ◽  
Black Sea Region ◽  
Teachers Attitudes ◽  
The Relationship

Social studies is an important course to include current issues and associate them with life. Within the course, the concept of gender and supporting the entrepreneurship of individuals are noteworthy. Since it is an interdisciplinary course, the recognition of gender roles, and understanding correctly and developing the concept of entrepreneurship are emphasized in the course content. The aim of this study is to determine the relationship between the prospective social studies teachers’ attitudes towards gender roles considered to play an important role in the emergence of entrepreneurial skills and their entrepreneurship levels. For this purpose, the study was carried out using a relational screening model. The study group consisted of 222 prospective teachers studying in social studies teacher education program at a university located in the Central Black Sea Region of Turkey during the 2016-2017 academic year. In the study, Gender Roles Attitude Scale developed by Zeyneloğlu (2008) and University Students Entrepreneurship Scale developed by Yılmaz and Sünbül (2009) were used as data collection tools. As a result of the study, it was found that there is a significant relationship between the participants’ egalitarian gender role attitudes and entrepreneurship levels.

Effective instructional design for value dominant education in Malaysian public universities

2008 ◽  
Vol 5 (2) ◽  
pp. 61
Author(s):  
MOHD NOR MAMAT ◽  
Fattawi Mokhtar
Keyword(s):  
Instructional Design ◽  
Environmental Ethics ◽  
Holistic Education ◽  
Environmental Attitude ◽  
National Education ◽  
Instructional Activities ◽  
Attitude Test ◽  
Ethics Course ◽  
Education Today ◽  
Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

scholarly journals Burnout levels of the physical education teachers in terms of professional variablesBeden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeyleri

2016 ◽  
Vol 13 (2) ◽  
pp. 2533
Author(s):  
Timur Yılmaz ◽  
F. Filiz Çolakoğlu ◽  
Tekin Çolakoglu
Keyword(s):  
High Schools ◽  
Physical Education ◽  
Secondary Schools ◽  
Personal Information ◽  
Maslach Burnout Inventory ◽  
Physical Education Teachers ◽  
City Center ◽  
National Education ◽  
Study Results ◽  
The City

The study was undertaken in order to assess burnout levels of the physical education teachers in terms of professional variables.The population of the study was consisted of 275 physical education teachers who were employed at secondary schools and high schools of Ministry of National Education in the city center of Ordu Province during the academic year of 2012-2013. The sample of the study was composed of 163 physical education teachers who were employed at secondary schools and high schools in the city center of Ordu Province and were recruited with random sampling. As the data collection tools; Personal Information Forms and Maslach Burnout Inventory-Educators Survey Form (MBI-ES) were employed. For the data analyses; as a result of the normality tests, independent group t test was used for pairwise group comparisons whereas ANOVA and non-parametric Kruskal Wallis-H test were employed for the comparisons of the three and more groups. In light of the study results; it was determined that physical education teachers underwent “emotional burnout” for the variable of “sufficient income”.   ÖzetBu çalışma, beden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeylerini incelemek amacı ile yapılmıştır.Araştırmanın evrenini 2012–2013 eğitim-öğretim yılında Ordu ili (merkez) ve ilçelerinde Milli Eğitim Bakanlığına bağlı orta ve lise okullarında görev yapan 275 beden eğitimi öğretmenleri oluşturmaktadır. Örneklemini ise, Ordu ili (merkez) ve ilçelerinde görev yapan rastgele yöntemle seçilen toplam 163 beden eğitimi öğretmeni oluşturmaktadır.Araştırmada veri toplama aracı olarak, Kişisel Bilgi Formu ve Maslach Tükenmişlik Envanteri-Eğitimci Formu kullanılmıştır. Verilerin analizinde, yapılan normallik sınamasına göre ikili küme karşılaştırmaları için bağımsız grup t testi, üç veya daha fazla küme karşılaştırmaları için ANOVA non parametrik Kruskal Wallis-H testi; sonucu anlamlı bulunan farklılıkların kaynağını belirlemek üzere, varyansların homojen olmasından dolayı post hoc testlerinden Scheffe ve LSD çoklu karşılaştırma testleri kullanılmıştır. Araştırmadaki istatistiki analizler için anlamlılık düzeyi 0.05 ve 0.01 olarak ele alınmıştır. Araştırma sonucuna göre meslek gelirlerinin yeterliliği değişkeninde “duygusal tükenme” yaşadıkları belirlenmiştir.

scholarly journals The Relationship Between the Lifelong Learning Tendencies and Teacher Self-Efficacy Levels of Social Studies Teacher Candidates

2021 ◽  
Vol 12 (1) ◽  
pp. 67-84
Author(s):  
Kubilay Yazıcı ◽  
Ebru Ay ◽  
Salih Uslu ◽  
Soner Arık
Keyword(s):  
Social Studies ◽  
Lifelong Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Personal Information ◽  
Education Policies ◽  
Sense Of Efficacy ◽  
Social Studies Teacher ◽  
Teacher Self Efficacy ◽  
The Relationship

Abstract Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning tendencies and teacher self-efficacy levels of social studies teacher candidates in terms of different variables and to determine the relationship between social studies teacher candidates’ lifelong learning tendencies and teacher self-efficacy levels. The study group of the research consists of 307 social studies teacher candidates studying at the education faculty of a public university in the 2016–2017 academic years. The data collection tools used in the research, which was designed in relational survey model, are “Lifelong Learning Tendency Scale” developed by Diker Coşkun (2009), “Teachers’ Sense of Efficacy Scale” adapted into Turkish by Çapa, Çakıroğlu and Sarıkaya (2005) and a Personal Information Form prepared by the researchers. The data of the study are analysed using SPSS 24 statistical software. As a result of the research, it is found that the lifelong learning tendency levels of the social studies teacher candidates are high and their teacher self-efficacy levels are very high. Lifelong learning tendencies and teacher self-efficacy levels of teacher candidates show statistically significant differences in terms of grade level, and taking education for personal and professional development. It is concluded that teacher self-efficacy levels of teacher candidates are a significant predictor of their lifelong learning tendencies.

The Relationship between Empathy and Responsibility Levels of 5th Grade Students: A Sample from Turkey

2018 ◽  
Vol 6 (4) ◽  
pp. 76
Author(s):  
Alper Yontar ◽  
Selma Yel
Keyword(s):  
Public Schools ◽  
Social Studies ◽  
Personal Information ◽  
Fifth Grade ◽  
Low Socioeconomic ◽  
Fifth Grade Students ◽  
Empathy Scale ◽  
High Level ◽  
Nonparametric Correlation ◽  
The Relationship

In the current study, it is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, “Responsibility Scale for Children”, “Empathy Scale” and “Personal Information Form” were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.

scholarly journals Analysis of the Opinions of Social Studies Teachers on Digital Literacy Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 72
Author(s):  
Cengiz Taşkıran ◽  
Murat Salur
Keyword(s):  
Social Studies ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Structured Interview ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Easy Access ◽  
Social Studies Teachers ◽  
National Education ◽  
Analytical Thinking

Thanks to digital literacy skills in Social Studies program, it is purposed to provide students with easy access to accurate and reliable information among complex information masses. Digital literacy skill not only provides accurate access to information, but also enables students to study on a legal level, in compliance with ethical rules. In addition, digital literacy makes it easier to use information accessed in daily life, to rearrange information, to generate new information, and to critically evaluate information. In this context, it is expected from a digital literate individual to acquire some knowledge and skills such as using cognitive skills at the highest level, using technological tools in a useful and effective way, accessing information and documents easily, and carrying out this through ethical rules. Social studies course, which plays a key role in providing students with digital literacy skills. In this sense, it contributes to critical and analytical thinking of students by equipping them with cognitive, affective, and social skills. The purpose of this study is to determine the opinions of teachers on digital literacy skills in social studies program. Research group consists of 50 Social Studies teachers working within Ministry of National Education in the provinces of Muş, Malatya, Elazığ, and Şanlıurfa in 2019-2020 academic year. The opinions of teachers were obtained through semi-structured interview form. The obtained data were analyzed by using qualitative data analysis technique. As a result of this study, it was concluded that social studies teachers have different perceptions of digital literacy skills, and some recommendations were provided in the light of findings.

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