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Year 2022, Issue: 22, 99 - 111, 25.07.2022

Dila Leylak Feride Ercan Yalman

https://doi.org/10.30786/jef.930023

Abstract

References

  • Akbulut, M., Şahin, U. & Esen, A. C. (2020). More than a virus: How Covid-19 infected education in Turkey? Journal of Social Science Education, 19, 30-42. http://dx.doi.org/10.4119/jsse-3490
  • Andersson, K. (2017). Starting the pluralistic tradition of teaching? Effects of education for sustainable development on pre-service teachers’ views on teaching about sustainable development. Environmental Education. Research, 23(3), 436-449. http://dx.doi.org /10.1080/13504622.2016.1174982
  • Aydın, B., & Doğan, M. (2020). Evaluation of effects of the COVID-19 Pandemic on touristic consumption behavior and tourism in Turkey. Journal of Theory and Practice in Marketing 6(1), 93-115.
  • Aytar, A., & Özsevgeç, T. (2019). The effect of interdisciplinary science education on sustainable development of 7th grade students. Hacettepe University Journal of Education, 34(2), 324-357. http://dx.doi.org/10.16986/HUJE.2018045282
  • Becker, G. (2018). Climate change education for sustainable development in urban educational landscapes and learning cities Experiences Perspectives from Osnabrück. Lifelong Learning and Education in Healthy and Sustainable Cities, 439-469. http://dx.doi.org/10.1007/978-3-319-69474-0_26
  • Borg, F. & Prambling Samuelsson I. (2019). Education for sustainability in the new preschool curriculum in sweden. ECER 2019 Conference. 30.Environmental and Sustainability Education Research.
  • Brundtland Commission. (1987). Our common future. Oxford University Press: Oxford.
  • Budak, F., & Korkmaz, S. (2020). An overall evaluation for the Covid-19 pandemic process: The case of Turkey. Journal of Social Research and Management, 1, 62-79. http://dx.doi.org /10.35375/sayod.738657
  • Bulut, B., & Çakmak, Z. (2018). Sustainable development education and its reflections on currıcula. International Journal of Turkish Literature, Culture and Education, 7(4), 2680-2697.
  • Çobanoğlu, N. (2020). The Changing Lives and Our Social Values with the Covid-19 Pandemic. Eurasian Journal of Health Sciences, Covid-19 Special Issue, 90-94
  • Eames, C., Barker, M., & Scarff, C. (2018). Priorities, identity and the environment: Negotiating the early teenage years. The Journal of Environmental Education, 49(3), 189-206.
  • El Zowalaty, M. E., Young, S. G., & Järhult, J. D. (2020). Environmental impact of the Covid-19 pandemic-a lesson for the future. Infection Ecology & Epidemiology, 10(1), 1-3, http://dx.doi.org /10.1080/20008686.2020.1768023
  • Erişen, M., & Yılmaz, F. (2020). Investigation of ındividuals' expenditures in the period of COVID-19 pandemic. Gaziantep University Journal of Social Sciences, 19 (COVID-19 Special Issue), 340-353. http://dx.doi.org/10.21547/jss.787849
  • Eroğlu, H. (2020). Effects of Covid-19 pandemic on environment and renewable energy sector. Environment, Development and Sustainability, 1-9. http://dx.doi.org/10.1007/s10668-020-00837-4
  • Gilman, R. (1992). Sustainability By Robert Gilman from the 1992 UIA/AIA Call for sustainable community solutions.
  • Gkargkavouzi A., Halkos G., & Matsiori S. (2018). Teachers’ environmental knowledge and pro-environmental behavior: An application of CNS and EID scales. MPRA Paper 84505, University Library of Munich, Germany.
  • Göçen, C. (2021). Geography Education in the Context of Sustainable Development Goals, International Journal of Eurasia Social Sciences (IJOESS), 12(46), 1355-1370.
  • Güngör, H. (2018). Development of sustainable life opportunities in a preschool education institution via ecological footprint practices. (Unpublished Ph.D. Thesis) Pamukkale University, Institute of Educational Sciences, Denizli.
  • Holfelder, A. K. (2019). Towards a sustainable future with education. Sustainability Science, 14, 943-52. http://dx.doi.org/10.1007/s11625-019-00682-z
  • Huckle, J., & Wals, A. E. (2015). The UN decade of education for sustainable development: business as usual in the end. Environmental Education Research, 21(3), 491-505. http://dx.doi.org/10.1080/13504622.2015.1011084
  • Kumar, N., & Tyagi, R. (2021). Various impacts of Covid-19 on environmental pollution. International Journal of Human Capital in Urban Management, 6(1), 1-10. http://dx.doi.org/10.22034/IJHCUM.2021.01.01
  • Mahat, H., Hashim, M., Saleh, Y., Nayan, N., &Norkhaidi, S. B. (2020). Transformation of education for sustainable development through low carbon schools community program. Turkish Science Education, 17(3), 429-442. http://dx.doi.org/10.36681/tused.2020.37
  • Ministry of National Education (MoNE) (2018). Elementary and secondary science curriculum. Ankara: National Education Press
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage Publishing
  • Muhammed, S., Long, X., & Salman, M. (2020) Covid-19 pandemic and environmental pollution: A blessing in disguise? Science. Total Environment, 728, https://doi.org/10.1016/j.scitotenv.2020.138820
  • Nousheen, S., Zai, S. A. Y., Waseem, M.., & Khan, S. A. (2020). Education for sustainable development: Effects of sustainability education on pre-service teachers’ attitude towards sustainable development. Journal of Cleaner Production, 250, 1-12. https://doi.org/10.1016/j.jclepro.2019.119537
  • Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10(4), 68-82.
  • Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen. S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of coronavirus pandemic on education, Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/JEP/11-13-12
  • Öztürk, M. S., Yılmaz, N., Demir Erbil, D., & Hazer, O. (2020). Examination of conflict and cohesion situation in household during covid-19 pandemic period. Turkish Studies, 15(4), 295-314. https://doi.org/10.7827/TurkishStudies.44424
  • Reiss, M. J. (2020). Science Education in the light of Covid-19 the contribution of history, philosophy and sociology of science. Science & Education, 29, 1079-1092. https://doi.org/10.1007/s11191-020-00143-5
  • Saadat, S., Rawtani, D., & Hussain, C. M. (2020). Environmental perspective of Covid-19. Science of the Total Environment, 728, 138-870. https://doi.org/10.1016/j.scitotenv.2020.138870.
  • United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. A/RES/70/1.
  • Uşak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: Covid-19. Journal of Baltic Science Education, 19(2), 180-185. https://doi.org/10.33225. /jbse/20.19.180
  • Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
  • Wolff, L. A. (2020). Sustainability education in risks and crises: Lessons from Covid-19. Sustainability,12, 5205-5210. https://doi.org/10.3390/su12125205
  • Yıldırım, S. (2020). Social-psychological view of the epidemics: Covid-19 (Corona Virus) pandemic case. Turkish Studies, 15(4), 1331-1351. http://dx.doi.org/10.7827/TurkishStudies.43585
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative researches in social sciences. Ankara: Seçkin Publishing.
  • Yiğitkaya, B. (2019). Identfying prospective teachers’ ecological footprint awareness levels. (Unpublished Master Thesis), Kastamonu University, Institute of Social Sciences, Kastamonu.

Science and Classroom Teachers' Views on Sustainable Environment-Life during Covid-19 Epidemic

Year 2022, Issue: 22, 99 - 111, 25.07.2022

Dila Leylak Feride Ercan Yalman

https://doi.org/10.30786/jef.930023

Abstract

This study, conducted with phenomenological design, a qualitative research approach, aimed to determine science and classroom teachers’ views on sustainable environment and life during Covid-19 pandemic. For this purpose, data were collected from six science teachers and six classroom teachers working in Mersin city center through semi-structured interview questions. The first section of the interview attempted to identify teachers’ views on sustainable environment and life. The second section examined participants’ views on Covid-19 outbreak and their experiences during the epidemic. The last section focused on views about the effects of Covid-19 epidemic on sustainable environment and life. The findings were analyzed with content analysis. It was found that the participants defined sustainability as continuity, did not find the state follow-up sufficient in sustainable environmental practices and believed that citizens lacked awareness about sustainability. Some participants reported experiencing a process of returning back to basics and enlightenment during the epidemic. The majority of the participants believed that the epidemic would have a negative impact on sustainability. On the other hand, some participants stated that the epidemic would have positive effects or no effect on sustainability. Participants suggested various solutions for a sustainable environment based on the epidemic experience.

Keywords

Covid-19 sustainability science teachers classroom teachers

References

  • Akbulut, M., Şahin, U. & Esen, A. C. (2020). More than a virus: How Covid-19 infected education in Turkey? Journal of Social Science Education, 19, 30-42. http://dx.doi.org/10.4119/jsse-3490
  • Andersson, K. (2017). Starting the pluralistic tradition of teaching? Effects of education for sustainable development on pre-service teachers’ views on teaching about sustainable development. Environmental Education. Research, 23(3), 436-449. http://dx.doi.org /10.1080/13504622.2016.1174982
  • Aydın, B., & Doğan, M. (2020). Evaluation of effects of the COVID-19 Pandemic on touristic consumption behavior and tourism in Turkey. Journal of Theory and Practice in Marketing 6(1), 93-115.
  • Aytar, A., & Özsevgeç, T. (2019). The effect of interdisciplinary science education on sustainable development of 7th grade students. Hacettepe University Journal of Education, 34(2), 324-357. http://dx.doi.org/10.16986/HUJE.2018045282
  • Becker, G. (2018). Climate change education for sustainable development in urban educational landscapes and learning cities Experiences Perspectives from Osnabrück. Lifelong Learning and Education in Healthy and Sustainable Cities, 439-469. http://dx.doi.org/10.1007/978-3-319-69474-0_26
  • Borg, F. & Prambling Samuelsson I. (2019). Education for sustainability in the new preschool curriculum in sweden. ECER 2019 Conference. 30.Environmental and Sustainability Education Research.
  • Brundtland Commission. (1987). Our common future. Oxford University Press: Oxford.
  • Budak, F., & Korkmaz, S. (2020). An overall evaluation for the Covid-19 pandemic process: The case of Turkey. Journal of Social Research and Management, 1, 62-79. http://dx.doi.org /10.35375/sayod.738657
  • Bulut, B., & Çakmak, Z. (2018). Sustainable development education and its reflections on currıcula. International Journal of Turkish Literature, Culture and Education, 7(4), 2680-2697.
  • Çobanoğlu, N. (2020). The Changing Lives and Our Social Values with the Covid-19 Pandemic. Eurasian Journal of Health Sciences, Covid-19 Special Issue, 90-94
  • Eames, C., Barker, M., & Scarff, C. (2018). Priorities, identity and the environment: Negotiating the early teenage years. The Journal of Environmental Education, 49(3), 189-206.
  • El Zowalaty, M. E., Young, S. G., & Järhult, J. D. (2020). Environmental impact of the Covid-19 pandemic-a lesson for the future. Infection Ecology & Epidemiology, 10(1), 1-3, http://dx.doi.org /10.1080/20008686.2020.1768023
  • Erişen, M., & Yılmaz, F. (2020). Investigation of ındividuals' expenditures in the period of COVID-19 pandemic. Gaziantep University Journal of Social Sciences, 19 (COVID-19 Special Issue), 340-353. http://dx.doi.org/10.21547/jss.787849
  • Eroğlu, H. (2020). Effects of Covid-19 pandemic on environment and renewable energy sector. Environment, Development and Sustainability, 1-9. http://dx.doi.org/10.1007/s10668-020-00837-4
  • Gilman, R. (1992). Sustainability By Robert Gilman from the 1992 UIA/AIA Call for sustainable community solutions.
  • Gkargkavouzi A., Halkos G., & Matsiori S. (2018). Teachers’ environmental knowledge and pro-environmental behavior: An application of CNS and EID scales. MPRA Paper 84505, University Library of Munich, Germany.
  • Göçen, C. (2021). Geography Education in the Context of Sustainable Development Goals, International Journal of Eurasia Social Sciences (IJOESS), 12(46), 1355-1370.
  • Güngör, H. (2018). Development of sustainable life opportunities in a preschool education institution via ecological footprint practices. (Unpublished Ph.D. Thesis) Pamukkale University, Institute of Educational Sciences, Denizli.
  • Holfelder, A. K. (2019). Towards a sustainable future with education. Sustainability Science, 14, 943-52. http://dx.doi.org/10.1007/s11625-019-00682-z
  • Huckle, J., & Wals, A. E. (2015). The UN decade of education for sustainable development: business as usual in the end. Environmental Education Research, 21(3), 491-505. http://dx.doi.org/10.1080/13504622.2015.1011084
  • Kumar, N., & Tyagi, R. (2021). Various impacts of Covid-19 on environmental pollution. International Journal of Human Capital in Urban Management, 6(1), 1-10. http://dx.doi.org/10.22034/IJHCUM.2021.01.01
  • Mahat, H., Hashim, M., Saleh, Y., Nayan, N., &Norkhaidi, S. B. (2020). Transformation of education for sustainable development through low carbon schools community program. Turkish Science Education, 17(3), 429-442. http://dx.doi.org/10.36681/tused.2020.37
  • Ministry of National Education (MoNE) (2018). Elementary and secondary science curriculum. Ankara: National Education Press
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage Publishing
  • Muhammed, S., Long, X., & Salman, M. (2020) Covid-19 pandemic and environmental pollution: A blessing in disguise? Science. Total Environment, 728, https://doi.org/10.1016/j.scitotenv.2020.138820
  • Nousheen, S., Zai, S. A. Y., Waseem, M.., & Khan, S. A. (2020). Education for sustainable development: Effects of sustainability education on pre-service teachers’ attitude towards sustainable development. Journal of Cleaner Production, 250, 1-12. https://doi.org/10.1016/j.jclepro.2019.119537
  • Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10(4), 68-82.
  • Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen. S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of coronavirus pandemic on education, Journal of Education and Practice, 11(13), 108-121. https://doi.org/10.7176/JEP/11-13-12
  • Öztürk, M. S., Yılmaz, N., Demir Erbil, D., & Hazer, O. (2020). Examination of conflict and cohesion situation in household during covid-19 pandemic period. Turkish Studies, 15(4), 295-314. https://doi.org/10.7827/TurkishStudies.44424
  • Reiss, M. J. (2020). Science Education in the light of Covid-19 the contribution of history, philosophy and sociology of science. Science & Education, 29, 1079-1092. https://doi.org/10.1007/s11191-020-00143-5
  • Saadat, S., Rawtani, D., & Hussain, C. M. (2020). Environmental perspective of Covid-19. Science of the Total Environment, 728, 138-870. https://doi.org/10.1016/j.scitotenv.2020.138870.
  • United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. A/RES/70/1.
  • Uşak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: Covid-19. Journal of Baltic Science Education, 19(2), 180-185. https://doi.org/10.33225. /jbse/20.19.180
  • Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
  • Wolff, L. A. (2020). Sustainability education in risks and crises: Lessons from Covid-19. Sustainability,12, 5205-5210. https://doi.org/10.3390/su12125205
  • Yıldırım, S. (2020). Social-psychological view of the epidemics: Covid-19 (Corona Virus) pandemic case. Turkish Studies, 15(4), 1331-1351. http://dx.doi.org/10.7827/TurkishStudies.43585
  • Yıldırım, A., & Şimşek, H. (2016). Qualitative researches in social sciences. Ankara: Seçkin Publishing.
  • Yiğitkaya, B. (2019). Identfying prospective teachers’ ecological footprint awareness levels. (Unpublished Master Thesis), Kastamonu University, Institute of Social Sciences, Kastamonu.
There are 38 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Dila Leylak 0000-0002-5597-2048

Feride Ercan Yalman 0000-0003-1037-1473

Publication Date July 25, 2022
Published in Issue Year 2022 Issue: 22

Cite

APA Leylak, D., & Ercan Yalman, F. (2022). Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic. Journal of Education and Future(22), 99-111. https://doi.org/10.30786/jef.930023
AMA Leylak D, Ercan Yalman F. Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic. JEF. July 2022;(22):99-111. doi:10.30786/jef.930023
Chicago Leylak, Dila, and Feride Ercan Yalman. “Science and Classroom Teachers’ Views on Sustainable Environment-Life During Covid-19 Epidemic”. Journal of Education and Future, no. 22 (July 2022): 99-111. https://doi.org/10.30786/jef.930023.
EndNote Leylak D, Ercan Yalman F (July 1, 2022) Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic. Journal of Education and Future 22 99–111.
IEEE D. Leylak and F. Ercan Yalman, “Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic”, JEF, no. 22, pp. 99–111, July 2022, doi: 10.30786/jef.930023.
ISNAD Leylak, Dila - Ercan Yalman, Feride. “Science and Classroom Teachers’ Views on Sustainable Environment-Life During Covid-19 Epidemic”. Journal of Education and Future 22 (July 2022), 99-111. https://doi.org/10.30786/jef.930023.
JAMA Leylak D, Ercan Yalman F. Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic. JEF. 2022;:99–111.
MLA Leylak, Dila and Feride Ercan Yalman. “Science and Classroom Teachers’ Views on Sustainable Environment-Life During Covid-19 Epidemic”. Journal of Education and Future, no. 22, 2022, pp. 99-111, doi:10.30786/jef.930023.
Vancouver Leylak D, Ercan Yalman F. Science and Classroom Teachers’ Views on Sustainable Environment-Life during Covid-19 Epidemic. JEF. 2022(22):99-111.
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