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A Statistical Analysis of Turkish Student Teachers’ Perceptions on Teaching Environmental Issues


ELVAN Alp, ESME Hacieminoglu, HAMIDE Ertepinar


The aims of the current study were to examine student teachers’ attitudes toward the environment and the relevance of science teaching with environmental education (EE), self-efficacy beliefs on teaching EE, and their intentions on teaching EE, and to determine the impact of grade level and Teacher Education Program on student teachers’ attitudes toward the environment and the relevance of science teaching with EE, self-efficacy beliefs on teaching EE, and their intentions on teaching EE. The subjects of the study were constituted of 405 elementary science (ESE), and 164 early childhood education (ECE) student teachers enrolled in an undergraduate program at two different randomly selected public universities in Ankara, Turkey. Environmental Attitude Scale and The Questionnaire of Teachers’ Perceptions of Teaching Environmental Issues were administered. Two-way Multivariate Analysis of Variance results indicated that grade level has a positive impact on the student teachers’ attitude toward EE, the relevance of science with EE, self-efficacy beliefs on teaching EE, and their intentions to teach EE. Although a high positive relationship could not be reported, these environment related variable were significantly associated with each other.


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