Does Mother Tongue Education Support Development of Environmental Literacy in Turkey? An Analysis of Turkish Course Books

Autor/inn/en	Uyar, Yusuf; Ensar, Ferhat
Titel	Does Mother Tongue Education Support Development of Environmental Literacy in Turkey? An Analysis of Turkish Course Books
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 1, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Foreign Countries; Native Language Instruction; Turkish; Textbooks; Environmental Education; Grade 5; Grade 6; Grade 8; Grade 7; Knowledge Level; Student Behavior; Affective Behavior; Textbook Content; Content Analysis; Coding; Turkey + Suchen Sie Ihr Suchwort? Ausland; Native language education; Muttersprachlicher Unterricht; Türkisch; Textbook; Text book; Schulbuch; Lehrbuch; Umweltbildung; Umwelterziehung; Umweltpädagogik; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Lehrbuchtext; Inhaltsanalyse; Codierung; Programmierung; Türkei
Abstract	Development of environmental literacy needs an interdisciplinary effort. Especially language classes, with environment related texts, have potential to support environmental literacy. In this research it is aimed to analyze the Turkish language course books in terms of components of environmental literacy. To this end, four Turkish course books being taught between 5th and 8th grades were selected. As a qualitative inquiry technique content analysis was used. Three types of main components of environmental literacy (knowledge, affect, and behavior) and their sub-components determined. It was found that the most cited environmental literacy component was knowledge. Others were relatively less emphasized. Results showed that Turkish course books with environment related texts have potential to support development of environmental literacy. (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	2020/1/01