Conclusion: environmental encounters? (original) (raw)
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Children's views of environment and environmental problems
İlköğretim Online, 2010
This study was a qualitative research study, which was intended to emerge elementary children's (grade 8) knowledge and awareness of environment and environmental problems. Eleven children attending three different schools in Bolu voluntarily participated to the study. Semi-structured interviews around seven open-ended questions were conducted with the children. Data were analyzed by content analysis. Results of the study revealed that most of the children perceived environment as a place which consists of living and non-living elements. Plants were more dominant than animals in children's perception of the environment. Human is least associated to environment and negative effect of human on the environment was stated whenever it was associated. They were more aware of environmental problems at their local environment. They were also conscious about their contribution to environmental problems. They stated that they wanted to live in a green and clean environment consisted of mostly plants and than animals, less industrialized and less effected by human. SUMMARY Purpose and Significant: This study investigated 8 th grade children's understanding of environment and environmental problems. If children understand this phenomenon, their attitude and awareness would be better. In addition, research on elementary children's understanding of environment is still lacking. Such studies would also help curriculum developers, teachers, and textbook writers to better plan and support students' learning of environment and environmental issues which are very crucial for the future of our world. Methods: The study was a qualitative study of children's ideas about environment and environmental problems. The participants of the study were 11 8 th grade children from 3 different schools in Bolu. Data were gathered by semi-structured interviews consisted of 7 open-ended questions. In the analysis of data, content analysis technique was applied. According to this technique, the codes were determined and data were coded and frequency of each code was calculated. Then, through inductive classification, data were categorized under categories and similar categories were categorized under themes. In order to help understanding the coding scheme, exemplary phrases for each code were given. Results: Results showed that most of the children perceived the environment with living and non-living elements. Only a few children described the environment only with its living or non-living elements. Plants were more dominant than animals in children's perception of the environment. Human is least associated to environment and whenever it was associated, they mostly stated negative effect of human on the environment. Children stated non-living things as mountains, rivers, and clean air. Most of the children knew environmental problems. They were more aware of environmental problems at their local environment. They mostly know rubbish, exhaust gas, global warming, factory gases, factory waste, ozone layer depletion, and waste materials. However, the children did not know much about the environmental problems such as greenhouse effect and acid rains. Research findings showed that they think they contribute to rubbish problem most among environmental problems. They stated that they wanted to live in a green and clean environment consisted of mostly plants and than animals, less industrialized and less effected by human. Discussion and Conclusions: Based on the findings of the study, it can be said that children have a positive conception of environment which is alive and contains non-living things as scenery. They did not realize the interrelation of these elements. They had negative thoughts about human's relationship with the environment. Thus, positive human effect or efforts to save the environment should be introduced to the children to balance this view. They mostly know local environmental problems. Global environmental problems should be better taught in the schools to help them realize the importance of global environmental problems, because they had more serious consequences for the world.
2020
İnsanın gelişim süreci, sperm olarak annenin döl yatağına düştüğü anda başlar. Doğumdan itibaren fizyolojik açıdan hızla gelişen bebek, ilerleyen aşamalarda bilişsel, duyuşsal ve ahlaksal anlamda da gelişim gösterir. Gelişimi etkileyen temel faktörlerden bir tanesi de çevredir. Fiziksel, sosyal ve zihinsel olmak üzere üç çevre türü ile kuşatılan insanın sağlıklı gelişimi için, çevresinin gelişim özelliklerine uygun hale getirilmesi gerekmektedir. Ayrıca bu üç çevre türü birbirinden bağımsız değildir. Birinde yaşanan değişim diğer çevre türlerinde de değişim anlamına gelmektedir. Bireyin çevresinde yaşanan olumsuz değişimlerin bütün gelişim alanlarının yanı sıra ahlak gelişimine de menfi etkileri olacaktır. Çalışmanın ilk bölümünde, çevre faktörünün ahlak gelişimi üzerindeki etkileri Psikoloji literatürü taranarak analize tabi tutulmuştur. İkinci bölümde ise; çevre değişimlerinin insan yaşantılarına etkisine dair tematik bir belgesel olan, yönetmen Hubert Sauper’in “Darwin’in Kabusu”...