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Üniversite öğrencilerinin çevresel bilgi ve tutumlarının incelenmesi
Bu araştırma, seçmeli ders kapsamında “Çocuk ve Doğa” dersini alan 3. sınıf çocuk gelişimi bölümü öğrencileri tarafından dersin değerlendirilmesi ile öğrencilerin çevresel bilgi ve tutumları üzerine görüşlerinin belirlenmesini ortaya koymak amacıyla planlanmıştır. Nitel araştırma deseni kullanılarak yapılan bu araştırmaya çocuk gelişimi bölümü öğrencilerinden 15 öğrenci gönüllü olarak katılmıştır. Veri toplama aracı olarak, çalışma grubu için hazırlanmış yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler, betimsel analiz ve içerik analiz yöntemi kullanılarak analiz edilmiştir. Araştırma sonucunda “Çocuk ve Doğa” dersi kapsamında çevre sorunlarına yeterince yer verildiği ancak ders sayısının ve derse ayrılan sürenin yetersiz olması, dersin uygulamaya dönük olmaması gibi nedenlerden dolayı çevre sorunlarına yer verilme durumunun yeterliliğinde eksiklikler olduğu tespit edilmiştir. Çocuk gelişimi bölümü öğrencilerinin ders kapsamındaki bilgilere önem verdiği ve çevreye yönelik farkındalık geliştirme sürecindeki düzeylerinin yüksek olduğu söylenebilir. Anahtar Sözcükler: Çocuk ve doğa dersi, doğa deneyimi, çevresel bilgi ve tutum.
The purpose of the research is to put forward the relationship between secondary school and university students’ reading attitudes towards environmental issues and their responsible environmental behaviors. This research also examined the effect of political behaviors, physical behaviors, commercial and economic behaviors as well as the behaviors aimed at persuading individuals and the society, which are among the responsible environmental behaviors, on the reading attitudes. In the study, the data was collected by means of “Responsible Environmental Behavior Scale” developed by Erdoğan, Ok & Marcinkowski (2012) as well as “The Attitude Scale towards Reading Book about Environmental Issues” developed by Kahyaoğlu (2011). The model used for the research was relational survey model and the data obtained from this research was analyzed through arithmetic average, standard deviation, independent sample t-test, correlation and regression analysis. The research results revealed that there was not a meaningful difference between secondary school and university students’ reading attitudes towards environmental issues, however there was a statistically meaningful difference between students’ responsible environmental behaviors. Keywords: Environmental Education, Environmental Behaviors, Reading
Üstün yetenekli öğrencilerle akranlarının çevre okuryazarlık bileşenleri açısından karşılaştırılmalı incelenmesi
Bu araştırmanın amacı, 2011-2012 öğretim yılında 6., 7. ve 8. sınıflarda öğrenim gören Bilim ve Sanat Merkezi’nde bulunan 34 üstün yetenekli öğrenci ile diğer okullarda öğrenim gören farklı sosyo-ekonomik düzeye sahip 364 öğrenciden oluşan akranlarını, çevre okuryazarlık bileşenlerinden olan çevre bilgisi ve çevresel duyuş açısından karşılaştırmaktır. Ölçme aracı olarak araştırmacılar tarafından hazırlanan geçerliliği ve güvenirliği sağlanmış “Çevre Bilgisi Testi (ÇBT)”, “Çevresel Duyuş Ölçeği (ÇDYÖ)” kullanılmıştır. Test ve ölçek geliştirme çalışmalarında çevresel duyuş ölçeğinin üç faktörlü olduğu tespit edilmiştir. Verilerin analizinde t-testi, Pearson Correlation Testi kullanılmıştır. Araştırma sonucunda, Üstün yetenekli öğrencilerle alt, orta ve üst sosyo-ekonomik düzeye sahip akranların “çevresel duyuş” bileşeni açısından üstün yetenekliler lehine anlamlı farkın olduğu belirlenmiştir. Çevre bilgisi bileşenine göre ise, üstün yetenekli öğrenciler ile üst sosyo ekonomik düzeye sahip akranları arasında anlamlı bir farklılık gözlenmemiştir. Ayrıca, akran grupların kendi aralarındaki karşılaştırma sonucuna göre, cinsiyet değişkenine göre akranların “çevresel duyuş” açısından kız öğrenciler lehine anlamlı farklılık olduğu ancak çevre bilgisi açısından herhangi bir farklılık olmadığı görülmüştür; fakat üstün yetenekli öğrencilerde cinsiyet değişkenine göre “çevre bilgisi” ve “çevresel duyuş” açısından bir farklılık bulunmamaktadır. Anahtar Kelimeler: Çevre Okuryazarlığı; Üstün Yetenekli Öğrenci; Çevre Bilgisi; Çevresel Duyuş
Usefulness of green marketing literacy and purchase decisions
Let every individual and institution now thinks and acts as a responsible trustee of the Earth, seeking choices in ecology, economics and ethics that will provide a sustainable future, eliminate pollution, poverty and violence, awaken the wonder of life and foster peaceful progress in the human adventure”. John McConnel (Founder of International Earth Day) As the components of our environment are dynamically dependent and interrelated, even a small change in its equilibrium will have serious consequences on mankind. The functioning of our ecosystem is hampered by various types of pollution resulting from anthropogenic activities, which in turn impacts life of any kind. It is time to realize our responsibilities towards nature and reduce our damage to the environment. No other creature of nature is altering the environment as human being is changing it by its selfish motives to satisfy his short term requirements and benefits. While manis in the progress of sustainable development, by sacrificing the natural environment it is not possible to attain it.One effort towards saving the environment has originated the concept of green marketing in modern business. Green marketing focuses on saving the earth’s resources in production, operating,packaging, transporting, delivering etc., for environmental compatibility with performance, affordability, convenience and environmental safety. The paper interests to share the usefulness of green marketing and to know the awareness, liking and satisfaction of people about green marketing. A survey was done in two cities of Tamilnadu Salem and Coimbatore with a sample of 200 selected customers through convenience sampling technique from different grocery stores and shopping malls in order to get an insight into the concept.The study revealed that the green products have substantial awareness among customers and they are willing to buy and pay for green products. Customers also considered awareness and availability of green products as an important deciding factor in promoting green marketing.
The Environmental Literacy of Lower Secondary School Pupils, High School and College Students
It is general known fact, the environment problems are still more and more serious. So the environmental education is the important way, how to learn pupils and students about environment and its protection. The main aim of the study was to find out the environmental literacy level of lower secondary school pupils, high school students and college students. Next the influence of age, gender, residence and other variables was determined. The samples size was created by 245 respondents. As the research tool was used Children’s Responsible Environmental Behavior Scale (CREBS). The methods of descriptive (mean score, standard error) and inferential statistics (ANOVA) for the data analysis were used. The Cronbach’s alpha was used for the determination of the reliability. The results showed relatively low level of environmental literacy. Higher level of environmental literacy had boys in comparison with girls, next respondents from village in comparison with respondents from town and also the oldest respondents. Keywords: Environmental literacy, questionnaire, pupils, students.
Across the nation, states are making significant progress in advancing our national educational goals by creating and implementing plans to enrich the curriculum with environmental education. These plans to integrate environmental education into the K–12 curriculum will give teachers and students new opportunities to take learning outside; explore their communities; analyze issues; learn about connections between our economy, society, and environment; support economic growth; and become engaged citizens. Part of the No Child Left Inside initiative, state Environmental Literacy Plans (ELPs) lay out a roadmap to achieving environmental literacy in each state (the next section of this report provides an overview of ELPs and their connection to NCLI). In 2012, the North American Association for Environmental Education (NAAEE) launched the first-ever effort to gauge states’ progress in developing ELPs. NAAEE administered a national survey online and through phone interviews, and published the information in a 2013 status report.1 This second status report provides an update to that initial report. Data was gathered during the early part of 2014, from all 50 states and the District of Columbia, through an updated online survey and follow-up telephone interviews. This report details the current status of ELP development throughout the U.S., highlights several states with exemplary ELPs, and gives recommendations for successful ELP development based on the findings
Quantifying and Understanding Ecological Literacy: A Study of First Year Students at Liberal Arts Institutions
Ecological literacy measures a person’s knowledge of ecological systems, care for their immediate and global environment, and level of action to reduce his or her personal and communal impact on the environment. This study investigates the level of ecological literacy of first year students who entered seven liberal arts colleges in Pennsylvania in the fall of 2013. The institutions included in the study are Allegheny College, Bryn Mawr College, Bucknell University, Dickinson College, Gettysburg College, Haverford College, and Swarthmore College. 426 students were surveyed during their first three months of college, and the data was processed to quantify the number of students who are ecologically literate and to examine the potential triggers for and pathways towards ecological literacy. The study shows that 58 percent of students have some level of ecological literacy while the remaining students are ecologically illiterate. In addition to questions that tested for ecological literacy, the survey collected demographic information and gauged a student’s level of exposure to nature. This study does not find that these factors are predictors of a person’s level of ecological literacy. Between the three sections of ecological literacy, a student’s level of care does correlate with a student’s level of action, but neither action nor caring correlate with knowledge. The aim of this research is to support schools in better catering their sustainability efforts towards students with low levels of ecological literacy, so all students who reach the undergraduate level of education will leave the educational system with a basic understanding of the major environmental issues facing today’s world, a feeling of responsibility to address these challenges, and the competencies to contribute positively towards building a more sustainable society.
Ortaokul öğrencilerinin çevre okuryazarlığı alt boyutlarının çeşitli değişkenler açısından incelenmesi
Bu araştırmanın amacı ortaokul öğrencilerinin, çevre okuryazarlığı alt boyutlarının farklı değişkenler açısından incelenmesidir. Çalışmanın örneklemi Düzce ve Bartın illerinde yer alan toplam 8 okuldan seçilmiştir. Çevre okuryazarlığına ait alt boyutların düzeyini belirlemek için bilgi testi, davranış, tutum ve duyuşsal eğilim ölçekleri kullanılmıştır. Ayrıca öğrencilerin demografik özelliklerinin belirlenmesi için kişisel bilgi formundan yararlanılmıştır. 713 öğrenciye uygulanan anketlerden elde edilen veriler SPSS yardımıyla analiz edilmiştir. Çalışma sonucunda ortaokul öğrencilerinin cinsiyetlerinin çevre okuryazarlığı alt boyutlarından sadece davranış için fark oluşturduğu, sınıf düzeyinin artmasıyla tüm boyutlar için düzeylerin arttığı görülmüştür. Bunun yanı sıra babası üniversite bitirmiş olan öğrenciler ile anneleri lise mezunu olan öğrencilerin alt boyut puanları diğer mezuniyet derecesine sahip ebeveynlere göre farklılık göstermiştir. Anahtar Kelimeler: Çevre okuryazarlığı, bilgi, davranış, tutum, duyuşsal eğilim, çevre eğitimi.
İlköğretim 2. kademe öğrencileri için çevre okuryazarlık ölçeği:ölçek geliştirme ve güvenirlik çalışması
Bu araştırmada ilköğretim ikinci kademe öğrencilerinin çevre okuryazarlıklarını belirlemeye yönelik bir ölçek geliştirilmesi amaçlanmıştır. Araştırmanın çalışma grubunu; 2010 – 2011 bahar yarıyılında 6 farklı ilköğretim okulunun ikinci kademesinde öğrenim gören toplam 377 öğrenci oluşturmaktadır. İlk olarak araştırmacılar tarafından 45 soruluk bir madde havuzu oluşturulmuştur. Uzman görüşleri alınarak ge- rekli düzeltmeler yapıldıktan sonra 39 maddeden oluşan bir deneme formu elde edilmiştir. Bu formun uygulanmasının ardından yapılan açımlayıcı faktör analizi sonuçlarına göre iki boyuttan (davranış ve tutum) oluşan 20 maddelik 5’li Likert tipi ölçek elde edilmiştir. Hazırlanan ölçeğin güvenirlilik çalışma- sı sonucunda tüm ölçek için Cronbach Alpha katsayısı. 84 olarak bulunmuştur. Anahtar Kelimeler: Çevre okuryazarlığı, Ölçek geliştirme, İlköğretim öğrencileri.
Green consumption, ecolabelling and capitalism's environmental limits
Green consumption attempts to reduce capitalism’s environmental impacts by influencing consumer behaviour. It is based on the premise that consumers can be provided with information about the environmental conditions of production through ‘eco’ labels and brands, enabling them to make choices about their consumptive patterns. In response to the growth in green consumerism, there has been a flourishing theoretical and empirical body of work in a wide range of social science disciplines critiquing green consumption from a broadly Marxian perspective and raising questions about capitalism’s environmental limits. In this paper, I explore how recent scholarship has advanced Marxian and Green Marxian theory and consider its implications for green consumerism. I focus on the following three arguments: (i) that capitalism’s emphasis on profit and a relentless pursuit of economic growth tends to create a ‘metabolic rift’ so that people are increasingly separated, spatially and socially, from the ecosystems that support them; (ii) whilst green consumerism plays up the ability of individual consumers to influence production, power tends to lie with large producers and retailers; and (iii) whilst in principle green consumption empowers consumers by providing with them greater information about the conditions of production, it tends to obscure more fundamental problems such as the intensity of resource consumption.
Graduate Students, Study Of Environmental Literacy and Sustainable Development
The purpose of this study was to assess environmental literacy which includes the dimensions of environmental knowledge, attitudes, and behaviour among Malaysian Form 4 secondary school students. This study was also aimed to ascertain differences in environmental literacy based on students’ gender and school location. The relationships and the contribution of environmental knowledge and environmental attitudes to environmental behaviours were also studied. The ultimate goal of this study was to propose a structural model which explains the direct and indirect effects of the three dimensions of environmental literacy by using SmartPLS. This study involved administering the Environmental Literacy Survey (ELS), a version of the Green’s (1999) modified Wisconsin Environmental Survey. This study offers a snapshot of environmental literacy among Form 4 secondary school students as well as an insight on the direct and indirect effects among the knowledge, attitudes, and behaviour dimensions of environmental literacy. Keywords: Environmental literacy; Environmental knowledge; Environmental attitudes; Environmental behaviour; Structural Equation Modeling; Environmental education
Fen ve teknoloji öğretmen ve öğretmen adaylarının çevre eğitimine ilişkin metaforik algıları
Bu araştırma fen ve teknoloji öğretmen ve öğretmen adaylarının “çevre eğitimi” kavramı ile ilgili algılarını metaforlar aracılığıyla ortaya koymak amacıyla gerçekleştirilmiştir. Araştırmanın çalışma grubunu, araştırmaya gönüllü olarak katılan 47 fen ve teknoloji öğretmeni ile 2012-2013 öğretim yılında Erciyes Üniversitesi Fen Bilgisi Eğitimi Anabilim Dalı’nda okuyan 40 öğretmen adayı oluşturmuştur. Öğretmen ve öğretmen adaylarından “Çevre eğitimi ……………….. gibidir, çünkü ……………………………………..” şeklindeki formu doldurmaları istenmiştir. Bu formda yer alan ilk boşlukta “çevre eğitimi” kavramı ile ilgili bir benzetim yapmaları, ikinci boşlukta ise bu benzetmenin nedenini açıklamaları istenmiştir. Araştırmada 9 kişinin formu eksik veya yanlış doldurulduğu için değerlendirilmeye alınmamıştır. Katılımcılardan, öğretmenler çevre eğitimi kavramına ilişkin 34 farklı metafor üretmiş, öğretmen adayları ise 31 farklı metafor üretmiştir. Bu metaforlara bağlı olarak öğretmenlerin ve öğretmen adaylarının “çevre eğitimi” algıları farklı kategoriler altında toplanmıştır. Kategorilere ilişkin sonuçlar yorumlanmıştır. Anahtar Sözcükler: Metafor, çevre eğitimi, fen ve teknoloji, algı.
Evaluating strategies for inclusion of environmental literacy in the elementary school classroom
The purpose of this study was to assess environmental literacy which includes the dimensions of environmental knowledge, attitudes, and behaviour among Malaysian Form 4 secondary school students. This study was also aimed to ascertain differences in environmental literacy based on students’ gender and school location. The relationships and the contribution of environmental knowledge and environmental attitudes to environmental behaviours were also studied. The ultimate goal of this study was to propose a structural model which explains the direct and indirect effects of the three dimensions of environmental literacy by using SmartPLS. This study involved administering the Environmental Literacy Survey (ELS), a version of the Green’s (1999) modified Wisconsin Environmental Survey. This study offers a snapshot of environmental literacy among Form 4 secondary school students as well as an insight on the direct and indirect effects among the knowledge, attitudes, and behaviour dimensions of environmental literacy. Keywords: Environmental literacy; Environmental knowledge; Environmental attitudes; Environmental behaviour; Structural Equation Modeling; Environmental education
Environmental Literacy Knowledge: Content Analysis of Non-formal Environmental Education in Southwest Florida
This study analyzed the physical and ecological knowledge content of local and regional non-formal environmental education (EE) programs for K-12 students. Non-profit, nongovernmental, and governmental organizations that currently provide EE assistance to schools throughout the school year were examined. Data were collected from EE programs in the fivecounty district of Southwest Florida during 2010-2012; however, only data from the top two most populous counties (Lee and Collier) were used in the comparative content analysis. Physical and ecological knowledge offered in the region was analyzed through a modified Delphi technique. Participants in the modified Delphi study compared national literacy frameworks in ecological knowledge to the description of each EE program. The results show programs offered in Lee and Collier counties have a focus on conservation biology and Earth science content, and gaps in climate, ocean, atmospheric science and—the greatest gap—in energy literacy content. The overall objective of this research was to identify the scope of environmental education programs in Southwest Florida and serve as a model for analysis of other regions.
Environmental Knowledge, Attitude and Participatory Behavior towards Land Degradation in Injibara Secondary and Preparatory School, Northwestern Ethiopia
The study investigates the level and relationship of environmental knowledge, attitude and participatory behavior among study participants towards land degradation. A total of 286 study participants take part in the study. They were assessed using the Likert scale for environmental attitude and participatory behavior and multiple-choice for environmental knowledge. In addition, to strengthen the data obtained through questionnaire, Focused Group Discussions and interview were used and the data obtained analyzed using SPSS version 15.0 for windows. The result of the study communicates that both students and teachers have fair level of environmental knowledge, attitude and participatory behavior towards land degradation. Furthermore, results of correlation and linear regression revealed that there is a significant moderate positive bivariate correlation and positive predictive power among environmental knowledge, attitude and participatory behavior across students and teachers.
Keywords: Knowledge, Attitude, Participatory Behavior, Land Degradation, Bivariate Correlation, Predictive Power.
Effectiveness of Blogging as a Teaching Aid in Environmental Education Activities
The study aimed to compare the efficacy of the use of blogs as a teaching aid for environmental education activities for high school students was conducted. Materials and Methods: In this quasi-experimental pretest-posttest control group respectively. Ramhormoz all the high school students in the study population. Statistical sample by sample size determined by Morgan and by stratified random within each class of 88 students into four groups (two experimental groups and two control groups) of both sexes (each n = 22) were selected. The data gathering tool was a questionnaire. Data were analyzed using descriptive and inferential statistics. Results from the questionnaires showed that the level of cognitive (sig>0.05), attitude (sig>0.05) and environmental behavior (sig>0.05) is the result of environmental literacy groups there is a significant difference. The learning outcomes in boys compared with girls, and this effect was statistically significant in favor of boys. The results show the effectiveness of blogging as an educational activity for a group training environment is examined. Key words: Environmental education, Blogging, Communication.
Doğa eğitimi ile öğretmen adaylarının çevre okuryazarlık düzeylerindeki değişimin ve görüşlerinin incelenmesi
Bu çalışmada, TÜBİTAK tarafından desteklenen bir çevre projesi ile gerçekleştirilen doğa eğitiminin öğretmen adaylarının çevre okuryazarlık düzeylerindeki değişimine etkisi ve doğa eğitimi ile ilgili görüşlerinin incelenmesi amaçlanmıştır. Çalışma tek grup öntest – sontest deneysel desende tasarlanmıştır. Araştırma katılımcılarını farklı üniversitelerin eğitim fakültelerinden ve eğitim fakültelerinin farklı bölümlerinden katılan 20 öğretmen adayı oluşturmaktadır. Veri toplamak amacıyla ön test ve son test olarak çevre okuryazarlığı testi ve etkinliklerin gerçekleştirilmesinden sonra uygulanan açık uçlu sorulardan oluşan bir form kullanılmıştır. Nicel olarak elde edilen verilerin analizinde ön test ve son test puanlarının karşılaştırılabilmesi amacıyla eşleştirilmiş örneklemler t-testi kullanılmıştır. Açık uçlu sorulardan elde edilen nitel verilerin analizinde ise içerik analizi yapılmıştır. Araştırma sonuçlarına göre; çevre okuryazarlığının ele alınan boyutları ile ilgili katılımcıların son test puanlarında artış olduğu görülmektedir. Bu artış çevresel algı puanlarında anlamlı düzeydedir. Katılımcıların doğa eğitimi ile; çevre konusunda farkındalık sağlama, çevre bilincini geliştirme, mesleki gelişimlerine katkı sağlama ve teorik bilgilerin uygulamasını görme gibi kazanımlar elde ettikleri belirlenmiştir. Anahtar sözcükler: Çevre eğitimi, çevre okuryazarlığı, doğa eğitimi, öğretmen adayı
DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)
In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: “environmental consciousness”, “environmental anxiety” and “environmental awareness”. A reliability analysis of the instrument revealed Cronbach-Alpha coeffi cients of 0.881 for the whole of the scale, 0.807 for the fi rst dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults’ views and levels of environmental literacy. Key words: adults, environmental literacy, scale development.
Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum
If we are ever to achieve the goal of redirecting technological development along more environmentally and socially responsible lines we need to provide students with opportunities to examine the processes of science and technology, the possible costs and consequences of this work, and the choices available to us. The purpose of this study is to examine students’ developing environmental literacy in the Heat Game. The Heat Game is a game-like approach to curriculum designed to support students developing their environmental literacy while addressing curriculum requirements for a grade 7 unit, Heat in the Environment, in Ontario, Canada. Based on principles of learning in video-games, the Heat Game recreates a simulation of a science and technology setting wherein studentparticipants role-play junior professional scientists communicating online within a community of scientists. In their roles they work to solve a virtual challenge to design energy-efficient housing, and reflect on possible environmental and societal consequences of their designs. This study, which is part of a larger design-based research study of The Heat Game, uses discourse analysis to examine online role-playing conversations generated within the game as well as online correspondence between students and their teacher after the game. The study demonstrates that through actions and online conversations in the Heat Game students developed their environmental literacy, including understandings of the relationships between science, technology and the environment and the consequences of choices we make. In addition the study provides support for the ideas of Gee (2007) regarding how we can use the principles of learning in video games to create opportunities for students to develop a literacy; in this case environmental literacy.
Keywords: Environmental literacy; STSE education; discourse analysis; learning through video games; middle school education.
Çevre sorunlarına yönelik farkındalık ölçeğinin geliştirilmesi ve öğretmen adaylarının farkındalık düzeylerinin belirlenmesi
Bu araştırmanın amacı, öğretmen adaylarının çevre sorunlarına yönelik farkındalık dü- zeylerini belirleyebilmek için geçerli ve güvenilir bir farkındalık ölçeği geliştirmek ve fen bilgisi öğretmen adaylarının çevre sorunlarına yönelik farkındalık düzeylerini ortaya çıkarmaktır. Araştırmada tarama modeli kullanılmıştır. Çalışmanın farkındalık ölçeği geliştirme aşamasında, 2009-2010 eğitim-öğretim yılı bahar döneminde, Gazi Eğitim Fakültesi İlköğretim Fen Bilgisi Öğretmenliği Anabilim Dalı’nda 4. sınıfa devam eden toplam 203 öğretmen adayı çalışma grubu olarak seçilmiştir. Araştırmanın diğer çalışma grubunu ise yine aynı yıl Gazi Eğitim Fakültesi İlköğretim Fen Bilgisi Öğretmenliği Anabilim Dalı’nda 3. sınıfta öğrenim gören toplam 93 öğretmen adayı oluşturmuştur. Çalışmanın sonunda geçerliği ve güvenirliği sağlanan 44 maddelik Çevre Sorunlarına Yönelik Farkındalık Ölçeği geliştirilmiştir. Daha sonra hazırlanan ölçek fen bilgisi öğretmen adaylarına uygulanmıştır. Sonuç olarak öğretmen adaylarının farkındalık düzeylerinin ölçekte bulunan maddelere göre değişiklik gösterdiği ve farkındalıkların istenen düzeyin altında olduğu tespit edilmiştir.
Anahtar Kelimeler: Çevre sorunları, farkındalık, öğretmen adayları
National Library of Singapore to open world‟s first green library for kids.
The library has been designed to create an enchanted forest ambience with fun spaces for hands-on learning and reflections. “My Tree House” takes its name aptly after the centrepiece which is a tree house structure constructed with recyclable materials. It will evoke the feeling of a special place for children as featured in story books.
Targeted for completion in mid-2013, the library will be home to 70,000 books. About 30% of these books will focus on green topics such as animals, plants, nature, water resources, environment and climate change. NLB plans to work with other public agencies such as the Ministry of the Environment and Water Resources, National Climate Change Secretariat, National Environment Agency, National Parks Board and PUB, Singapore’s National Water Agency in developing the library’s collection and on using the library for environmental education and outreach. A wide range of tailored activities like games, storytelling and craft-making to spur interest in children ages 4 to 12 are being planned. NLB is also gathering feedback and suggestions to customise the experience for child visitors. Members of the public can provide suggestions through email or forms at the library.
Nachhaltigkeit beim Bibliotheksbau.
Ein Plädoyer für die Grüne Bibliothek. Aspekte der Nachhaltigkeit im Bibliotheksbau. Ökologische Projekte und Konzepte.
Stunning open air library in East Germany wins the 2011 Brit Insurance Architecture Award
Smart Choices, Greener Action. Eco-Action Plan 2009–2011
Building sustainable libraries preliminary survey results.
Konzept für eine ökologisch nachhaltige zentrale Speichereinheit für die Universitätsbibliothek der Humboldt-Universität zu Berlin
Green Libraries Guide
Green initiatives in libraries
Sustainability is increasingly becoming an issue and an interest for libraries and librarians and it is becoming a focus within some building projects and renovations within library building projects. There are many initiatives that can be taken up by librarians to become more green, or sustainable, both in building renovations and in small changes in daily operations. There are various areas that libraries can be more sustainable, including: the policies that run the library, library audits and evaluations, waste management, purchasing decisions, energy management, and the buildings and grounds. This paper concentrates mainly on the building and ground projects that can increase sustainability, but all of these areas can become part of a larger green initiative for the library.
Selected Resources for Greening the Library
Going green in the library: It’s not just for contractors
A panel discussion is defined as a discussion of a subject of public interest, by a group of persons forming a panel, often before an audience. At the recent conference, Inspiration, Innovation, Celebration: an Entrepreneurial Conference for Librarians, the subject was “Green” and “Libraries” and the panel was a group of librarians who really care about sustainability. Panel members who presented and contributed included; Ameet Doshi from Georgia Perimeter College, Mary Scanlon from Wake Forest University and Sarah Dorsey, Beth Filar-Williams and Mike Crumpton, all from the University of North Carolina at Greensboro.
This panel addressed sustainable and green issues and actions outside of the larger realm of contract work or building design, and specifically, what libraries can do to make a difference within their larger community or organization. Libraries can present themselves as meeting the needs of the present so that future generations can meet their own need and, simultaneously, create healthier ecosystems, healthier social systems and healthier economies — the triple bottom line. Libraries can also influence actions by using the facility to promote aware- ness, using resources to educate and encouraging staff to take action and set examples.
The panel broke this discussion down into the topics re ecting current and potential activities for libraries or individuals to address or influence. Using TurningPoint software the panel also solicited input from the audience as to current activities that each are aware of or participate in. These results are a sampling of sustainable activities within a library environment.
Case Study: Your Council Tree Library is Designed for Sustainability
Special Libraries Association announces green initiative
Nutzung geothermischer Ressourcen zur Abdeckung des Wärme- und Kältebedarfs moderner Gebäude
Global Warming's Library Challenge
Like every institution that uses energy, consumes resources, and engages in construction or renovation, libraries have an impact on the environment and on the critical problem of climate change. Taking action to protect library collections is not only an idealistic professional goal but also a very practical one. Disaster preparation measures and the reduction of greenhouse gas emissions through energy conservation can save money, time, and resources. This article describes the various preservation threats to libraries and strategies for dealing with them. These threats include compromised air quality, water, chaotic weather, and climate change. (Contains 22 online resources.)
Six steps to greening your ACRL 14th national conference experience
The Green Conference Planning Committee for the ACRL National Conference has been working hard to build environmentally sustainable practices into this year’s conference in Seattle. Here are six ways to make this your greenest ACRL ever. 1. Take the pledge. Earlier this year the Green Committee surveyed ACRL members to find out what mattered most in greening our conference.We used the results to draft the Green Pledge. The pledge asks all conference participants to make sustainability a priority throughout the conference. Participants who take the pledge agree to learn, inform, think, and act sustainably in the months leading up to and during the conference. Some suggested pledge activities are walking or using public transportation, accessing handouts through ACRL’s virtual conference space, recycling paper handouts (or not using them in the fi rst place), consulting the ACRL interactive conference map for local and green restaurants and businesses, and using the conference program to learn which vendors provide sustainable services and practices.You can review the Green Pledge at tinyurl.com/ greenpledge. The committee urges everyone to accept the Green Pledge when registering for the conference.Your participation in the Green Pledge effort will be reflected by a green leaf on your registration badge. 2. Get green giveaways. All conference participants will receive green giveaways this year: a bag made of 51 percent recycled fabric and matching badge holder, and a corn plastic, BPAfree mug. You can make your giveaways even greener by recycling your badge holder before you leave the convention center—look for the drop box in the registration area.
From Print to Gopher to Open Journal Systems: A Look Back on the Many Faces of the Electronic Green Journal
Upon visiting this issue of the Electronic Green Journal, you most likely noticed some changes. That is because EGJ is going through a transformation into Open Journal System (OJS) developed by the Public Knowledge Project, which provides open source software for the management of peer-review journals. The implementation of OJS will significantly decrease the time it takes to administer and publish EGJ, streamline the submission and review process, and create a consistent look for the journal. This is cause for celebration for both editors and readers. Fewer hours will be spent managing and editing, while a more organized and easy to navigate EGJ is presented to the readers. In addition to current and future issues being accessible through OJS, we have uploaded back issues, providing enhanced usability, fulltext searching across all issues, and a consistent look. The new EGJ site will offer reliable usage statistics across all issues, ensuring that we can properly assess the value of moving the publication into this new format, and most importantly, measure the impact on our readers (Jankowska & Hunter, 2007). In celebration of our new face, it is time to take a look back into EGJ history and commemorate how the journal has progressed over the years with the implementation of new information and communication technologies. Below we draw on some of the images and submissions saved on numerous 4″ disks, zip disks, CD-ROMS and other media to give a picture-based historical account of EGJ from its creation. The history of the journal started in 1991 when a group of environmental enthusiasts from the Green Library in Berkeley and the University of Idaho Library in Moscow, Idaho decided to disseminate and share environmental information in a manner that would promote sustainable scholarly communication and environmental literacy. They agreed that the best tool for this sharing of knowledge would a professional journal that would provide a forum for communication of current research, bibliographies, book reviews, opinions, and information sources on environmental information. This is how The Green Library Journal: Environmental Topics in the Information World (GLJ) started with a mission to assist in information retrieval and access to international environmental information sources. It was vital to the founders that opinions and voices from all over the world be heard, so an editorial board from across the globe was pulled together to create an international information exchange forum for librarians, information consultants, civic groups, organizations, educators, and individuals. The subscription payments from national users were used to distribute free copies of the journal to developing and environmentally “atrisk” countries such as Cuba, Nepal, Vietnam, Papua New Guinea, Poland, Latvia, Estonia, former Czechoslovakia, and Bolivia.