Does Mother Tongue Education Support Development of Environmental Literacy in Turkey An Analysis of Turkish Course BooksReport as inadecuate




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International Journal of Environmental and Science Education, v11 n1 p1-8 2016

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.

Descriptors: 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

International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese[at]gmail.com; Web site: http://www.ijese.com





Author: Uyar, Yusuf; Ensar, Ferhat

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2984&id=EJ1082871







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