Exploring Science Teachers' Attitudes and Knowledge about Environmental Education in Three International Teaching Communities

Autor/inn/en	Campbell, Todd; Medina-Jerez, William; Erdogan, Ibrahim; Zhang, Danhui
Titel	Exploring Science Teachers' Attitudes and Knowledge about Environmental Education in Three International Teaching Communities
Quelle	In: International Journal of Environmental and Science Education, 5 (2010) 1, S.3-29 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Environmental Education; Religion; Science Teachers; Teacher Attitudes; Teaching Methods; Religious Factors; Secondary School Science; Foreign Countries; Questionnaires; Teacher Surveys; Decision Making; Cultural Differences; Cultural Influences; Cultural Pluralism; Educational Resources; Measurement Techniques; Comparative Analysis; Global Education; Climate; Ecology; Bolivia; Turkey; United States + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Decision-making; Entscheidungsfindung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Kulturpluralismus; Bildungsmittel; Messtechnik; Globales Lernen; Klima; Ökologie; Bolivien; Türkei; USA
Abstract	This study examined the similarities and differences among 171 Grade 7-12 science teachers from three different countries (54 U.S, 63 Bolivian, and 54 Turkish) with respect to their attitudes toward environmental education (EE) and instructional practices. The instrument employed explored how teachers' knowledge, instructional practices, decision-making process, and cultural features influenced their EE attitudes and praxis. The instrument, which was translated into Spanish and Turkish and then back into English, contained a personal data form that included demographic questions and a three-part questionnaire. Based on the analysis completed, significant differences were found between these three countries with respect to 1) teacher's knowledge about global environmental issues, 2) teachers rationales for including environmental education in their science classroom instruction, and 3) while there were no significant differences in the importance of religion in the teachers lives, there were significant differences in the extent to which teachers reported religion influencing instructional decisions. In addition, there were differences regarding the resources that teachers reported drawing on as they included EE in their classrooms. There were no significant differences found when comparing the three countries with respect to extent to which each country reported including technological and/or environmental problems in science classroom instruction. Finally, generally there was agreement regarding teachers' goals and objectives in science classrooms with respect to EE and the most important global environmental problems/threats. (Contains 8 tables and 3 figures.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10