Effect of activity-based environmental education on the environmental identities of classroom pre-service primary school teachers
This study aims to examine the effects of activity-based teaching on the development of environmental identities of pre-service primary school teachers and to reveal their views on this method. In this study, which was carried out by the explanatory approach of the mixed-methods research model, acti...
Gespeichert in:
Veröffentlicht in: | Review of international geographical education online 2021, Vol.11 (1), p.277-295 |
---|---|
Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Zusammenfassung: | This study aims to examine the effects of activity-based teaching on the development of environmental identities of pre-service primary school teachers and to reveal their views on this method. In this study, which was carried out by the explanatory approach of the mixed-methods research model, activity-based teaching was applied in Environmental Education Course. The sample of the study was selected in an easily accessible way and consists of 46 pre-service teachers enrolled in the Department of classroom teaching of a State University in Central Anatolia in Turkey. Applications were made in the spring semester of the 2018-2019 academic year. Dependent groups t-test from parametric tests was used in the analysis of quantitative data. A statistically significant difference was found between the pre-test (x̄= 127.47) and post-test (x̄= 134.41) total average scores that the pre-service primary school teachers took from the Environmental Identity Scale (p |
---|---|
ISSN: | 2146-0353 2146-0353 |
DOI: | 10.33403/rigeo.840664 |