Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2021, Cilt: 11 Sayı: 1, 277 - 295, 30.03.2021

Elçin Ayaz Okan Doruk Rabia Sarıkaya

https://doi.org/10.33403/rigeo.840664

Öz

Kaynakça

  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2008). A survey on Turkish elementary school students’ environmental friendly behaviours and associated variables. Environmental education research, 14(2), 129-143.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14.
  • Blatt, E. (2013). Exploring environmental identity and behavioral change in an environmental science course. Cultural Studies of Science Education, 8(2), 467-488.
  • Brock, R. J. (2010). Exploring the development of fourth graders’ environmental ıdentity through participation in a semi-formal nature club. Doctoral Dissertation, Nevada University Department of Curriculum, Teaching, and Learning, Nevada.
  • Brown, B., Perkins, D. D., & Brown, G. (2003). Place attachment in a revitalizing neighbourhood: Individual and block levels of analysis. Journal of Environmental Psychology, 23(3), 259–271.
  • Büyüköztürk, Ş. (2018). Manual of data analysis for social sciences. Ankara: Pegem Academy.
  • Cheng, Y. M., Lou, S. J., Kuo, S. H., & Shih, R. C. (2013). Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1), 96-110.
  • Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment (pp. 45-65). Cambridge, MA: MIT.
  • Clayton, S. D. (2012). Environment and identity. Retrieved from: https://doi.org/10.1093/oxfordhb/9780199733026.013.0010.
  • Clayton, S., & Kilinç, A. (2013). Proenvironmental concern and behavior in Turkey: The role of national and environmental identity. PsyEcology, 4(3), 311-330.
  • Clayton, S., & S. Opotow. (2003). Identity and the natural environment. London: The MIT Press.
  • Creswell, J. W. (2003). Research design: Quantitative, qualitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W., & Sözbilir, M. (2017). Karma yöntem araştırmalarına giriş. Ankara: Pegem Academy.
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101.
  • Devine-Wright, P., & S. Clayton. 2010. Introduction to the special issue: Place, identity and environmental behavior. Journal of Environmental Psychology 30(3), 267–70.
  • Dindar, Y. (2014). Çevre kimliği yüksek ve düşük olan fen bilimleri öğretmenlerinin çevre eğitimi inançlarının kıyaslanması [Comparing environmental education beliefs of science teachers having low and high environmental identity scores]. Master’s Thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Gatersleben, B., Murtagh, N., & Abrahamse, W. (2014) Values, identity and pro environmental behaviour, Contemporary Social Science, 9(4), 374-392.
  • Goralnik, L., Millenbah, K. F., Nelson, M. P., & Thorp, L. (2012). An environmental pedagogy of care: Emotion, relationships, and experience in higher education ethics learning. Journal of Experiential Education, 35(3), 412-428.
  • Green, C., Kalvaitis, D., & Worster, A. (2016) Recontextualizing psychosocial development in young children: A model of environmental identity development. Environmental Education Research, 22(7), 1025-1048.
  • Hinds, J., & Sparks, P. (2008) Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28(2), 109-120.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The journal of environmental education, 21(3), 8-21. Kaiser, F. G., Hübner, G., & Bogner, F. X. (2005). Contrasting the theory of planned behavior with the value‐belief‐norm model in explaining conservation behavior 1. Journal of applied social psychology, 35(10), 2150-2170.
  • Kaiser, F. G., Wölfing, S., & Fuhrer, U. (1999). Environmental attitude and ecological behaviour. Journal of Environmental Psychology, 19(1), 1-19.
  • Kempton, W., & Holland, D. (2003). Identity and sustained environmental practice. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment (pp. 317-341). Hong Kong, China: MIT.
  • Kitchell, A., Kempton, W., Holland, D., & Tesch, D. (2000). Identities and actions within environmental groups. Human Ecology Review, 7, 1-20.
  • Kopnina, H. (2013). An exploratory case study of Dutch children's attitudes toward consumption: Implications for environmental education. The Journal of Environmental Education, 44(2), 128-144.
  • Kudryavtsev, A., Krasny, M. E., & Stedman, R. C. (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4), 1-15.
  • Lewicka, M. (2005). Ways to make people active: The role of place attachment, cultural capital and neighborhood ties. Journal of Environmental Psychology, 25(4),381- 395.
  • Mannetti, L., Pierro, A., & Livi, S. (2004). Recycling: Planned and selfexpressive behaviour. Journal of Environmental Psychology, 24(2), 227-236.
  • Mason, H. M. (2013). Environment identity development: Exploring the formative experiences and mental models of teachers engaged in environmental education. Master’s Thesis, University of Nebraska, Lincoln.
  • MoNE (2018a). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (Hayat Bilgisi dersi 1, 2 ve 3. sınıflar) öğretim programı. [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Life Studies course (1st, 2nd and 3rd grades) curriculum]. Ankara: State Books Directorate Printing House.
  • MoNE (2018b). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (ilköğretim Fen Bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Elementary Science course (3rd, 4th, 5th, 6th, 7th and 8th grades) curriculum], Ankara: State Books Directorate Printing House.
  • MoNE (2018c). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (Sosyal Bilgiler dersi (4, 5, 6, 7, ve 8. sınıflar) öğretim programı [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Social Studies course (4th, 5th, 6th, 7th and 8th grades) curriculum], Ankara: State Books Directorate Printing House.
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale linking ındividuals’ connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715-740.
  • Olivos, P., & Aragonés, J. I. (2011). Psychometric properties of the Environmental Identity scale (EID). Psyecology, 2(1), 65-74.
  • Öztarakçı, D. (2019). Öğretmen adaylarının çevre dostu davranışları ve çevre kimlikleri [Environment friendly behaviors and environmental identity of teachers' pre-service]. Master’s Thesis, Balıkesir University Institute of Science.
  • Prévot, A. C., Clayton, S., & Mathevet, R. (2018). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research, 24(2), 263-279.
  • Russell, B. ve Purcell, J. (2009). Online research essentials: designing and ımplementing research studies. United States of America: Jossey-Bass, A Wiley Imprint.
  • Saraç, E. (2018). Sınıf öğretmeni adaylarının çevre kimlikleri ve çevreye yönelik materyalist eğilimleri: Eylem araştırması. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Schultz, P. W. (2000). New environmental theories: Empathizing with nature: The effects of Perspective taking on concern for environmental issues. Journal of social issues, 56 (3), 391-406.
  • Schultz, W., & Tabanico, J. (2007). Self, identity, and the natural environment: Implicit connections with nature. Journal of Applied Social Psychology, 37(6), 1219-1247.
  • Schultz, W.P. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21(4), 327–39.
  • Stedman, R. (2002). Toward a social psychology of place: Predicting behaviour from placebased cognitions, attitude, and identity. Environment and Behaviour, 34,561–581.
  • Stets, J. E., & Biga, C. F. (2003). Bringing ıdentity theory into environmental sociology. Sociological Theory, 21(4), 398–423.
  • Tanık, N. (2012). Fen ve teknoloji öğretmen adaylarının çevre kimliklerinin ve çevre dostu davranışlarının belirlenmesi [Determining the environmental identity and proenvironmental behaviours of student science teachers]. Mater’s Thesis, Erciyes University Institute of Educational Sciences, Kayseri.
  • Thomashow, M. (1995). Ecological identity: Becoming a reflective environmentalist. Cambridge, MA: MIT Press.
  • Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: an attempt to create an action model based on children's experiences, emotions and perceptions about their environment. Environmental Education Research, 17(1), 53-67.
  • Vaske, J. J., & Kobrin, K. C. (2001). Place attachment and environmentally responsible behaviour. Journal of Environmental Education, 32, 16–21.
  • Williams, C. C., & Chawla, L. (2016) Environmental identity formation in nonformal environmental education programs, Environmental Education Research, 22(7), 978-1001.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri 6. Baskı [Scientific research methods in social sciences 6th edition]. Ankara: Seçkin Publishing.

Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers

Yıl 2021, Cilt: 11 Sayı: 1, 277 - 295, 30.03.2021

Elçin Ayaz Okan Doruk Rabia Sarıkaya

https://doi.org/10.33403/rigeo.840664

Öz

This study aims to examine the effects of activity-based teaching on the development of environmental identities of pre-service primary school teachers and to reveal their views on this method. In this study, which was carried out by the explanatory approach of the mixed-methods research model, activity-based teaching was applied in Environmental Education Course. The sample of the study was selected in an easily accessible way and consists of 46 pre-service teachers enrolled in the Department of classroom teaching of a State University in Central Anatolia in Turkey. Applications were made in the spring semester of the 2018-2019 academic year. Dependent groups t-test from parametric tests was used in the analysis of quantitative data. A statistically significant difference was found between the pre-test (x̄= 127.47) and post-test (x̄= 134.41) total average scores that the pre-service primary school teachers took from the Environmental Identity Scale (p <.05). In addition to its statistical significance between the pre and post tests, the effect size was also looked at, and the Cohen-d value was found to be 0.43. Also, to collect the qualitative data, the participants were asked an open-ended question about the teaching method used in the implementation, and thus they were asked to state their views on the method. The qualitative data obtained were analyzed by content analysis. In conclusion, it has been found that activity-based Environmental Education positively affects pre-service teachers in cognitive, affective and behavioral terms. The pre-service teachers stated that they enjoyed the activity-based lessons more, that the subjects are more permanent in this way, that their environmental awareness increased, and that they applied many environmentally friendly behaviors in their daily lives. Based on these results obtained in the study, it can be concluded that activity-based Environmental Education can be used to improve the environmental identities.

Anahtar Kelimeler

Activity-based environmental education environmental identities Sequential explanatory mixed-methods

Kaynakça

  • Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2008). A survey on Turkish elementary school students’ environmental friendly behaviours and associated variables. Environmental education research, 14(2), 129-143.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14.
  • Blatt, E. (2013). Exploring environmental identity and behavioral change in an environmental science course. Cultural Studies of Science Education, 8(2), 467-488.
  • Brock, R. J. (2010). Exploring the development of fourth graders’ environmental ıdentity through participation in a semi-formal nature club. Doctoral Dissertation, Nevada University Department of Curriculum, Teaching, and Learning, Nevada.
  • Brown, B., Perkins, D. D., & Brown, G. (2003). Place attachment in a revitalizing neighbourhood: Individual and block levels of analysis. Journal of Environmental Psychology, 23(3), 259–271.
  • Büyüköztürk, Ş. (2018). Manual of data analysis for social sciences. Ankara: Pegem Academy.
  • Cheng, Y. M., Lou, S. J., Kuo, S. H., & Shih, R. C. (2013). Investigating elementary school students' technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1), 96-110.
  • Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment (pp. 45-65). Cambridge, MA: MIT.
  • Clayton, S. D. (2012). Environment and identity. Retrieved from: https://doi.org/10.1093/oxfordhb/9780199733026.013.0010.
  • Clayton, S., & Kilinç, A. (2013). Proenvironmental concern and behavior in Turkey: The role of national and environmental identity. PsyEcology, 4(3), 311-330.
  • Clayton, S., & S. Opotow. (2003). Identity and the natural environment. London: The MIT Press.
  • Creswell, J. W. (2003). Research design: Quantitative, qualitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • Creswell, J. W., & Sözbilir, M. (2017). Karma yöntem araştırmalarına giriş. Ankara: Pegem Academy.
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101.
  • Devine-Wright, P., & S. Clayton. 2010. Introduction to the special issue: Place, identity and environmental behavior. Journal of Environmental Psychology 30(3), 267–70.
  • Dindar, Y. (2014). Çevre kimliği yüksek ve düşük olan fen bilimleri öğretmenlerinin çevre eğitimi inançlarının kıyaslanması [Comparing environmental education beliefs of science teachers having low and high environmental identity scores]. Master’s Thesis, Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
  • Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.
  • Gatersleben, B., Murtagh, N., & Abrahamse, W. (2014) Values, identity and pro environmental behaviour, Contemporary Social Science, 9(4), 374-392.
  • Goralnik, L., Millenbah, K. F., Nelson, M. P., & Thorp, L. (2012). An environmental pedagogy of care: Emotion, relationships, and experience in higher education ethics learning. Journal of Experiential Education, 35(3), 412-428.
  • Green, C., Kalvaitis, D., & Worster, A. (2016) Recontextualizing psychosocial development in young children: A model of environmental identity development. Environmental Education Research, 22(7), 1025-1048.
  • Hinds, J., & Sparks, P. (2008) Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28(2), 109-120.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The journal of environmental education, 21(3), 8-21. Kaiser, F. G., Hübner, G., & Bogner, F. X. (2005). Contrasting the theory of planned behavior with the value‐belief‐norm model in explaining conservation behavior 1. Journal of applied social psychology, 35(10), 2150-2170.
  • Kaiser, F. G., Wölfing, S., & Fuhrer, U. (1999). Environmental attitude and ecological behaviour. Journal of Environmental Psychology, 19(1), 1-19.
  • Kempton, W., & Holland, D. (2003). Identity and sustained environmental practice. In S. Clayton & S. Opotow (Eds.), Identity and the natural environment (pp. 317-341). Hong Kong, China: MIT.
  • Kitchell, A., Kempton, W., Holland, D., & Tesch, D. (2000). Identities and actions within environmental groups. Human Ecology Review, 7, 1-20.
  • Kopnina, H. (2013). An exploratory case study of Dutch children's attitudes toward consumption: Implications for environmental education. The Journal of Environmental Education, 44(2), 128-144.
  • Kudryavtsev, A., Krasny, M. E., & Stedman, R. C. (2012). The impact of environmental education on sense of place among urban youth. Ecosphere, 3(4), 1-15.
  • Lewicka, M. (2005). Ways to make people active: The role of place attachment, cultural capital and neighborhood ties. Journal of Environmental Psychology, 25(4),381- 395.
  • Mannetti, L., Pierro, A., & Livi, S. (2004). Recycling: Planned and selfexpressive behaviour. Journal of Environmental Psychology, 24(2), 227-236.
  • Mason, H. M. (2013). Environment identity development: Exploring the formative experiences and mental models of teachers engaged in environmental education. Master’s Thesis, University of Nebraska, Lincoln.
  • MoNE (2018a). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (Hayat Bilgisi dersi 1, 2 ve 3. sınıflar) öğretim programı. [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Life Studies course (1st, 2nd and 3rd grades) curriculum]. Ankara: State Books Directorate Printing House.
  • MoNE (2018b). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (ilköğretim Fen Bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Elementary Science course (3rd, 4th, 5th, 6th, 7th and 8th grades) curriculum], Ankara: State Books Directorate Printing House.
  • MoNE (2018c). T.C. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı (Sosyal Bilgiler dersi (4, 5, 6, 7, ve 8. sınıflar) öğretim programı [Republic of Turkey, Ministry of National Education, Head Council of Education and Morality, Social Studies course (4th, 5th, 6th, 7th and 8th grades) curriculum], Ankara: State Books Directorate Printing House.
  • Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2009). The nature relatedness scale linking ındividuals’ connection with nature to environmental concern and behavior. Environment and Behavior, 41(5), 715-740.
  • Olivos, P., & Aragonés, J. I. (2011). Psychometric properties of the Environmental Identity scale (EID). Psyecology, 2(1), 65-74.
  • Öztarakçı, D. (2019). Öğretmen adaylarının çevre dostu davranışları ve çevre kimlikleri [Environment friendly behaviors and environmental identity of teachers' pre-service]. Master’s Thesis, Balıkesir University Institute of Science.
  • Prévot, A. C., Clayton, S., & Mathevet, R. (2018). The relationship of childhood upbringing and university degree program to environmental identity: Experience in nature matters. Environmental Education Research, 24(2), 263-279.
  • Russell, B. ve Purcell, J. (2009). Online research essentials: designing and ımplementing research studies. United States of America: Jossey-Bass, A Wiley Imprint.
  • Saraç, E. (2018). Sınıf öğretmeni adaylarının çevre kimlikleri ve çevreye yönelik materyalist eğilimleri: Eylem araştırması. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Schultz, P. W. (2000). New environmental theories: Empathizing with nature: The effects of Perspective taking on concern for environmental issues. Journal of social issues, 56 (3), 391-406.
  • Schultz, W., & Tabanico, J. (2007). Self, identity, and the natural environment: Implicit connections with nature. Journal of Applied Social Psychology, 37(6), 1219-1247.
  • Schultz, W.P. (2001). The structure of environmental concern: Concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21(4), 327–39.
  • Stedman, R. (2002). Toward a social psychology of place: Predicting behaviour from placebased cognitions, attitude, and identity. Environment and Behaviour, 34,561–581.
  • Stets, J. E., & Biga, C. F. (2003). Bringing ıdentity theory into environmental sociology. Sociological Theory, 21(4), 398–423.
  • Tanık, N. (2012). Fen ve teknoloji öğretmen adaylarının çevre kimliklerinin ve çevre dostu davranışlarının belirlenmesi [Determining the environmental identity and proenvironmental behaviours of student science teachers]. Mater’s Thesis, Erciyes University Institute of Educational Sciences, Kayseri.
  • Thomashow, M. (1995). Ecological identity: Becoming a reflective environmentalist. Cambridge, MA: MIT Press.
  • Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: an attempt to create an action model based on children's experiences, emotions and perceptions about their environment. Environmental Education Research, 17(1), 53-67.
  • Vaske, J. J., & Kobrin, K. C. (2001). Place attachment and environmentally responsible behaviour. Journal of Environmental Education, 32, 16–21.
  • Williams, C. C., & Chawla, L. (2016) Environmental identity formation in nonformal environmental education programs, Environmental Education Research, 22(7), 978-1001.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri 6. Baskı [Scientific research methods in social sciences 6th edition]. Ankara: Seçkin Publishing.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Elçin Ayaz 0000-0003-2488-6777

Okan Doruk 0000-0001-6264-765X

Rabia Sarıkaya 0000-0001-9247-8973

Yayımlanma Tarihi 30 Mart 2021
Gönderilme Tarihi 14 Aralık 2020
Kabul Tarihi 18 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Ayaz, E., Doruk, O., & Sarıkaya, R. (2021). Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers. Review of International Geographical Education Online, 11(1), 277-295. https://doi.org/10.33403/rigeo.840664
AMA Ayaz E, Doruk O, Sarıkaya R. Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers. Review of International Geographical Education Online. Mart 2021;11(1):277-295. doi:10.33403/rigeo.840664
Chicago Ayaz, Elçin, Okan Doruk, ve Rabia Sarıkaya. “Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-Service Primary School Teachers”. Review of International Geographical Education Online 11, sy. 1 (Mart 2021): 277-95. https://doi.org/10.33403/rigeo.840664.
EndNote Ayaz E, Doruk O, Sarıkaya R (01 Mart 2021) Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers. Review of International Geographical Education Online 11 1 277–295.
IEEE E. Ayaz, O. Doruk, ve R. Sarıkaya, “Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers”, Review of International Geographical Education Online, c. 11, sy. 1, ss. 277–295, 2021, doi: 10.33403/rigeo.840664.
ISNAD Ayaz, Elçin vd. “Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-Service Primary School Teachers”. Review of International Geographical Education Online 11/1 (Mart 2021), 277-295. https://doi.org/10.33403/rigeo.840664.
JAMA Ayaz E, Doruk O, Sarıkaya R. Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers. Review of International Geographical Education Online. 2021;11:277–295.
MLA Ayaz, Elçin vd. “Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-Service Primary School Teachers”. Review of International Geographical Education Online, c. 11, sy. 1, 2021, ss. 277-95, doi:10.33403/rigeo.840664.
Vancouver Ayaz E, Doruk O, Sarıkaya R. Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers. Review of International Geographical Education Online. 2021;11(1):277-95.
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