Ortaokul öğrencilerinin iklim okuryazarlık düzeylerinin çeşitli değişkenlere göre incelenmesi
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Tarih
2024
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Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İnsanlığın yerleşik düzene geçişinden sonra meydana gelen değişmeler ve gelişmelerde dünya iklimleri değişmiyor gibi görünse de elde edilen bulgular durumun böyle olmadığını kanıtlamaktadır. Bununla birlikte insanın doğaya hâkim olması başta kontrol edilebilir bir durum olarak düşünülürken zamanla bu durum kontrolden çıkarak çevre problemleri meydana getirmiştir. Küresel iklim değişikliği doğal faktörlerden kaynaklı değişim gösterse de aslında beşerî faktörlerden kaynaklı etmenler iklimdeki değişmelere yol açmıştır. Küresel iklim değişikliği konusunda bireyleri bilinçlendirmek ve bireylerde kalıcı davranış değişikliği yapmak ancak eğitimle mümkündür. Okullarda verilecek çevre eğitimi için sosyal bilgiler dersi içerik bakımından önemlidir. İnsanların karşılaştıkları çevre sorunlarından biri olan iklim değişikliği için iklim okuryazarlığı ortaya çıkmıştır. İklim okuryazarlığı amaç ve konu bakımından sosyal bilgiler dersi için büyük önem arz etmektedir. Bu çalışmanın amacı ortaokul öğrencilerinin iklim okuryazarlık düzeylerinin çeşitli değişkenlere göre incelenmesidir. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır ve çalışma grubunu Aksaray ilinde öğrenim gören 381 ortaokul öğrencisi oluşturmuştur. Araştırmada veri toplama aracı olarak Aslı Görgülü Arı ve Kevser Arslan (2020) tarafından geliştirilen 5'li likert tipi 24 maddeden oluşan ''İklim Okuryazarlık Ölçeği'' ve araştırmacı tarafından hazırlanan 10 maddeden oluşan ''Kişisel Bilgilendirme Formu'' kullanılmıştır. Elde edilen veriler SPSS.27. 0.1.0 paket programı ile analiz edilmiştir. Verilerin analizinde betimsel istatistikler kullanılmıştır. Araştırma sonucunda ortaokul öğrencilerinin iklim okuryazarlık düzeyleri çeşitli değişkenlere göre incelendiğinde iklim okuryazarlık düzeylerinin iklim kavramı alt boyutunda ve iklimsel farkındalık alt boyutunda yüksek düzeyde olduğu ve iklimsel bilinç alt boyutunda orta düzeyde oldukları belirlenmiştir. Araştırmadan elde edilen sonuçlara göre ortaokullarda iklim değişikliği gibi diğer çevre sorunları hakkında konferans, toplantı, münazara tarzı bilimsel etkinlikler düzenlenebilir.
Although it may seem that the world's climates do not change due to the changes and developments that took place after humanity's transition to a settled system, the findings prove that this is not the case. However, while human domination of nature was initially thought to be a controllable situation, over time this situation got out of control and created environmental problems. Although global climate change varies due to natural factors, factors caused by human factors have actually caused changes in the climate. Raising individuals' awareness about global climate change and making permanent behavioral changes in individuals is only possible through education. Social studies course is important in terms of content for environmental education to be given in schools. Climate literacy has emerged for climate change, which is one of the environmental problems that people face. Climate literacy is of great importance for the social studies course in terms of purpose and subject. The aim of this study is to examine the climate literacy levels of secondary school students according to various variables. The survey model, one of the quantitative research methods, was used in the research and the study group consisted of 381 secondary school students studying in Aksaray. The ''Climate Literacy Scale'', consisting of 24 5-point Likert-type items developed by Aslı Görgülü Arı and Kevser Arslan (2020), and the ''Personal Information Form'' consisting of 10 items prepared by the researcher, were used as data collection tools in the study. Obtained data SPSS.27. It was analyzed with the 0.1.0 package program. Descriptive statistics were used to analyze the data. As a result of the research, when the climate literacy levels of secondary school students were examined according to various variables, it was determined that their climate literacy levels were at a high level in the climate concept sub-dimension and climate awareness sub-dimension, and they were at a medium level in the climatic awareness sub-dimension. As a suggestion, scientific activities such as conferences, meetings and debates can be organized in secondary schools about other environmental problems such as climate change.
Although it may seem that the world's climates do not change due to the changes and developments that took place after humanity's transition to a settled system, the findings prove that this is not the case. However, while human domination of nature was initially thought to be a controllable situation, over time this situation got out of control and created environmental problems. Although global climate change varies due to natural factors, factors caused by human factors have actually caused changes in the climate. Raising individuals' awareness about global climate change and making permanent behavioral changes in individuals is only possible through education. Social studies course is important in terms of content for environmental education to be given in schools. Climate literacy has emerged for climate change, which is one of the environmental problems that people face. Climate literacy is of great importance for the social studies course in terms of purpose and subject. The aim of this study is to examine the climate literacy levels of secondary school students according to various variables. The survey model, one of the quantitative research methods, was used in the research and the study group consisted of 381 secondary school students studying in Aksaray. The ''Climate Literacy Scale'', consisting of 24 5-point Likert-type items developed by Aslı Görgülü Arı and Kevser Arslan (2020), and the ''Personal Information Form'' consisting of 10 items prepared by the researcher, were used as data collection tools in the study. Obtained data SPSS.27. It was analyzed with the 0.1.0 package program. Descriptive statistics were used to analyze the data. As a result of the research, when the climate literacy levels of secondary school students were examined according to various variables, it was determined that their climate literacy levels were at a high level in the climate concept sub-dimension and climate awareness sub-dimension, and they were at a medium level in the climatic awareness sub-dimension. As a suggestion, scientific activities such as conferences, meetings and debates can be organized in secondary schools about other environmental problems such as climate change.
Açıklama
Anahtar Kelimeler
Sosyal Bilgiler, Coğrafya, İklim Değişikliği, Okuryazarlık, İklim Okuryazarlığı, Social Studies, Geography, Climate Change, Literacy, Climate Literacy
