Ortaokul öğrencilerinin küresel ısınmaya yönelik bilgi ve algılarının incelenmesi
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Date
2019
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Publisher
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Bu çalışmanın amacı, ortaokulda öğrenim görmekte olan 5. - 8. sınıf öğrencilerinin küresel ısınma hakkındaki bilgi ve algılarının incelenmesidir. Araştırmanın çalışma grubunu Hatay İli Defne İlçesinde bulunan ortaokullarda, 2015-2016 öğretim yılının ikinci döneminde öğrenim gören 667 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen "Küresel Isınmaya Yönelik Bilgi Belirleme Ölçeği" ve Boyes, Stanisstreet ve Yongling, (2008) tarafından kullanılan, Aksan, (2011) tarafından Türkçeye çevrilmiş olan "Küresel Isınma Algı Ölçeği" kullanılmıştır. Verilerin analizinde SPSS 18 programı kullanılmıştır. Ölçek geliştirme aşamasında faktör analizi; istatiksel veri analizinde parametrik olmayan Kuruskal Wallis H-testi ve Mann Whitney U testleri kullanılmıştır. Küresel Isınma Bilgi Ölçeği üzerinde yapılan analizler sonucunda KR-20 güvenilirlik katsayısı 0.850 olarak bulunmuş; algı ölçeğinde ise Cronbach alfa güvenilirlik katsayısı 0.843 bulunmuştur. Analiz sonuçları, ölçeklerin geçerli ve güvenilir olduğunu göstermektedir. Çalışmaya katılan kız ve erkek öğrencilerin küresel ısınma bilgi düzeyleri arasında cinsiyete göre Mann Whitney U testi sonucunda anlamlı bir farklılık bulunmamıştır (U = 52297,500; p= 0,183> 0,05). Araştırmaya katılan öğrencilerin sınıf seviyelerine göre küresel ısınma bilgi ortalamaları arasında tespit edilen ortalama farkları, yapılan Kuruskal Wallis H-testi sonucunda anlamlı bulunmuştur (X2(3) = 86,634, p<0,001). Okul değişkenlerine göre öğrencilerin küresel ısınmayı önlemeye yönelik algı ortalamaları arasında tespit edilen ortalama farkları, yapılan Kuruskal Wallis H-testi sonucunda anlamlı bulunmuştur (X2(3) = 20,722, p<0,001). Ayrıca öğrenciler küresel ısınma hakkındaki görüşlerinden elde edilen sonuçlara göre küresel ısınma konusu, sera etkisi ve ozon tabakasının incelmesi ile ilgili bilgi eksikliklerinin olduğu bulunmuştur. Araştırma sonucunda bazı önerilerde bulunulmuştur.
The purpose of the current study is to investigate middle school 5th – 8th grade students' knowledge and perceptions of global warming. The study group of the current research is comprised of 667 students attending middle schools in the Defne province of the city of Hatay in the second term of 2015-2016 school year. As the data collection tools, "The Scale of Knowledge about Global Warming" developed by the researcher and "The Global Warming Perception Scale" ın used by Boyes, Stanisstreet and Youngling, (2008) and translated to Turkish by Aksan (2011) were used. In the analysis of the collected data, SPSS 18 program package was used. In the scale development process, factor analysis was employed and in the statistical data analysis, non-parametric tests Kuruskal Wallis H-test and Mann Whitney U test were used. As a result of the analyses conducted on the data collected through the Scale of Knowledge about Global Warming, the KR-20 reliability coefficient was found to be 0.850; the Cronbach Alpha reliability coefficient for the Global Warming Perception Scale was calculated to be 0.843. The results of the analyses show that the developed scale is valid and reliable. The results of the Mann Whitney U test have revealed that there is no gender-based significant difference between the global warming knowledge levels of the female and male participants (U= 52297,500; p= 0,183> 0,05). The participating students' global warming knowledge score means were found to be varying significantly depending on grade level according to Kruskal Wallis H test (X2(3) = 86,634, p<0,001). Moreover, the results of Kruskal Wallis H test have revealed that the participating students' perception mean scores related to prevention of global warming vary significantly depending on the school attended (X2(3) = 20,722, p<0,001). In addition, the results obtained from the students' opinions about global warming show that the students are lacking in knowledge about global warming, greenhouse effect and depletion of the ozone layer. In light of all these findings, some suggestions are made.
The purpose of the current study is to investigate middle school 5th – 8th grade students' knowledge and perceptions of global warming. The study group of the current research is comprised of 667 students attending middle schools in the Defne province of the city of Hatay in the second term of 2015-2016 school year. As the data collection tools, "The Scale of Knowledge about Global Warming" developed by the researcher and "The Global Warming Perception Scale" ın used by Boyes, Stanisstreet and Youngling, (2008) and translated to Turkish by Aksan (2011) were used. In the analysis of the collected data, SPSS 18 program package was used. In the scale development process, factor analysis was employed and in the statistical data analysis, non-parametric tests Kuruskal Wallis H-test and Mann Whitney U test were used. As a result of the analyses conducted on the data collected through the Scale of Knowledge about Global Warming, the KR-20 reliability coefficient was found to be 0.850; the Cronbach Alpha reliability coefficient for the Global Warming Perception Scale was calculated to be 0.843. The results of the analyses show that the developed scale is valid and reliable. The results of the Mann Whitney U test have revealed that there is no gender-based significant difference between the global warming knowledge levels of the female and male participants (U= 52297,500; p= 0,183> 0,05). The participating students' global warming knowledge score means were found to be varying significantly depending on grade level according to Kruskal Wallis H test (X2(3) = 86,634, p<0,001). Moreover, the results of Kruskal Wallis H test have revealed that the participating students' perception mean scores related to prevention of global warming vary significantly depending on the school attended (X2(3) = 20,722, p<0,001). In addition, the results obtained from the students' opinions about global warming show that the students are lacking in knowledge about global warming, greenhouse effect and depletion of the ozone layer. In light of all these findings, some suggestions are made.
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Keywords
Fen Eğitimi, İnsan ve Çevre, Küresel Isınma, Ortaokul Öğrencileri
