|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2021, Vol. 10(2) 70-89

The Comparison of New Zealand and Turkey Within In-Service Teachers' Eco-Literacy Levels

Emel Okur-Berberoglu

pp. 70 - 89   |  Manu. Number: MANU-2105-23-0001

Published online: December 30, 2021  |   Number of Views: 28  |  Number of Download: 480


Abstract

Eco-literacy is not a new concept however it is difficult to define. It might be defined as an understanding of natural-social-economical-cultural systems and connections between biotic and abiotic factors within a sustainable future. This study aims to compare two countries' eco-literacy levels by an eco-literacy scale. The scale has five subsets: ecological intelligence, social intelligence, emotional intelligence, economy, and green consumer behaviour. The research group is in-service teachers and research countries are Turkey (TR) and New Zealand (NZ). The methodology of the study is a case study within a quantitative approach. It has been found that TR in-service teachers have a higher mean score in terms of economic, emotional, and ecological intelligence themes while NZ in-service teachers have a higher mean score in terms of social intelligence and green consumer themes. It is concluded that there are different and good applications in both countries and their researchers should increase their publications related to detailed education programs.

Keywords: Eco-Literacy, In-Service Teachers, Professional Development, New Zealand, Turkey, TUBITAK


How to Cite this Article?

APA 6th edition
Okur-Berberoglu, E. (2021). The Comparison of New Zealand and Turkey Within In-Service Teachers' Eco-Literacy Levels . Turkish Journal of Teacher Education, 10(2), 70-89.

Harvard
Okur-Berberoglu, E. (2021). The Comparison of New Zealand and Turkey Within In-Service Teachers' Eco-Literacy Levels . Turkish Journal of Teacher Education, 10(2), pp. 70-89.

Chicago 16th edition
Okur-Berberoglu, Emel (2021). "The Comparison of New Zealand and Turkey Within In-Service Teachers' Eco-Literacy Levels ". Turkish Journal of Teacher Education 10 (2):70-89.

References

    Aguayo, C., & Eames, C. (2017). Using mobile learning in free-choice educational settings to enhance ecological literacy. Teachers and Curriculum, 17(2), 7–14. http://dx.doi.org/10.15663/tandc.v17i2.159

    Bolstad, R. (2005). Environmental education: A place in the curriculum? New Zealand Annual Review of Education, 14, 215-235.

    Bolstad, R., Joyce, C., & Hipkins, R. (2015). Environmental education in New Zealand schools: Research update 2015. Wellington: Ministry of Education.

    Buyukozturk, S. (2007). Handbook of data analysis for social scientists. Ankara: Pegem A Publication.

    Calik, M., & Eames, C. (2012). The significance of national context: A comparison of environmental education in Turkey and New Zealand. Asia Pacific Education Researcher, 21(3), 423-433.

    Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Anchor Books.

    Chalmers, J. (2011). Education for sustainability: An investigation of teachers' and students' perceptions and experiences (Unpublished master of education thesis). University of Waikato, New Zealand.

    Csobod, E (2002). Hungary an education initiative for a sustainable future, education, and sustainability responding to the global challenge in An education initiative for a sustainable future. Education and Sustainability: Responding to the Global Challenge. Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge, UK. (Ed: Daniella Tilbury, Robert B. Stevenson, John Fien, Danie Schreuder), 99-106.

    Dada, D. O., Eames, C., & Calder, N. (2017). Impact of environmental education on beginning preservice teachers’ environmental literacy. Australian Journal of Environmental Education, 33(3), 201-222.

    DePetris, T., & Eames, C. (2017). A collaborative community education model: Developing effective school-community partnerships. Australian Journal of Environmental Education, 33(3), 171-188.

    Disinger, J. F., & Roth, C. E. (1992). Environmental literacy. ERIC/CSMEE Digest. Retrieved from https://files.eric.ed.gov/fulltext/ED351201.pdf

    Eames, C., Roberts, J., Cooper, G., & Hipkins, R. (2010). Education for sustainability in New Zealand schools: An evaluation of three professional development programs. Retrieved from http://www.educationcounts.govt.nz/publications/schooling/82841

    Enviroschools (2019). Outcomes and benefits of enviro schools. Retrieved from http://www.enviroschools.org.nz/outcomes_and_benefits 

    Erentay, N. & Erdoğan, M. (2009). Nature education in 22 steps. Ankara: ODTÜ Publication.

    Eryaman, M. Y., Yalcin-Ozdilek, S., Okur, E., Cetinkaya, Z., & Uygun, S. (2010.) A participatory action research study of nature education in nature: Towards community-based eco-pedagogy. International Journal of Progressive Education, 6 (3), 26-38.

    ESD Report (2015). The status of education for sustainable development in the United States: A 2015 report to the US Department of State. Retrieved from https://www.sustainabilityprofessionals.org/sites/default/files/ESD%20in%20the%20United%20States%20final.pdf

    Esposito, V. (2009). Promoting ecoliteracy and ecosystem management for sustainability through ecological economic tools. Graduate College Dissertations and Theses. Retrieved from http://scholarworks.uvm.edu/graddis

    Ferrier-Kerr, J., Keown, P., & Hume, A. (2008). The role of professional development and learning in the early adoption of the New Zealand curriculum by schools. Waikato Journal of Education, 14, 123-147.

    Guidelines for Environmental Education in New Zealand Schools (2015). The NZ Curriculum Online. Retrieved from https://nzcurriculum.tki.org.nz/Curriculum-resources/Education-for-sustainability/Tools-and-resources/Guidelines-for-Environmental-Education-in-New-Zealand-Schools#collapsible9

    Goleman, D. (2006). Social intelligence: The new science of human relationship. New York: Bantam Book.

    Goleman, D. (2009). Ecological intelligence: How knowing the hidden impacts of what we buy can change everything. New York: Broadway Books.

    Guler, T. (2009). The effects of ecology-based environmental education on teachers' opinions about environmental education. Education and Science, 34(151), 30-43.

    Hanna, G. (1995). Wilderness- related environmental outcomes of adventure and ecology education programming. The Journal of Environmental Education, 27(1), 1995, 21-32.

    HDI (2018). Human Development Indices and Indicators, Statistical Update. Retrieved from hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf   

    Horkheimer, M. & Adorno, T. W. (2002). Dialectic of enlightenment, Philosophical fragments. (Ed. Gunzelin Schimid Noerr). California: Stanford University Press.

    Johnson, S. B., Blum, R. W., & Giedd, J. N. (2009). Adolescent maturity and the brain: the promise and pitfalls of neuroscience research in adolescent health policy. Journal of Adolescent Health, 45(3), 216-221.

    Kaygisiz, I. (2017). The effect of Syrian refugees on Turkish market. Supported by Friedrich Ebert Foundation. Retrieved from www.fes-tuerkei.org

    Kapogianni, M. (2015). Attitudes and intention toward organic cosmetics in Greece: An exploratory study. Master Thesis, International Hellenistic University.

    Keles, O., Uzun, N., & Varnaci-Uzun, F. (2010). The change of teacher candidates' environmental consciousness, attitude, thought and behaviours with nature training project and the assessment of its. The Journal of Electronic Social Science, 9 (32), 384-401.

    Kucuk, A. & Yildirim, N. (2020). The effect of out-of-school learning activities on 5th grade students’ science, technology, society and environment views. Turkish Journal of Teacher Education, 9(1), 37-63.

    Lira, C. A., Steinicke, D. L., & García, A. L. (2015). Eco-literacy and pedagogical praxis in the multidisciplinary university greenhouse toward the food security strengthening. world academy of science, engineering and technology. International Journal of Environmental, Chemical, Ecological, Geological and Geophysical Engineering, 9 (9), 1126-1131.

    MBI Report (2018). Settling in New Zealand Migrants’ perceptions of their experience results from the 2012 – 2017 Migrant Surveys. Retrieved from https://www.mbie.govt.nz/document-library/?subtopic[39]=39&subtopic[40]=40&topic[5]=5&type[58]=58&type[68]=68&type[86]=86

    McBride, B. B., Brewer, C. A., Berkowitz, A. R. & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5), 67.

    McCallum, I. (2005). Ecological intelligence: Rediscovering ourselves in nature. Cape Town: Africa Geographic.

    Ministry of Education. (1999). Guidelines for environmental education in New Zealand schools. Wellington, New Zealand: Learning Media.

    Ministry of the Environment (2019). Retrieved from https://www.mfe.govt.nz/consultation/plasticshoppingbags

    OECD (2019). Gender wage gap (indicator). http://dx.doi.org/ 10.1787/7cee77aa-en    

    Okur, E. (2012). Outdoor experiential teaching: Ecology application (Unpublished doctoral thesis). Canakkale Onsekiz Mart University, Turkey.

    Okur- Berberoglu, E. (2014). Effect of ecological dynamics model on behavioural change, direct, and indirect actions. Turkish Journal of Teacher Education, 3(1), 1-17.

    Okur- Berberoglu, E. & Uygun, S. (2013). Evaluation of 4004 coded TUBITAK projects within “environmental education for sustainable development”. Abant Izzet Baysal University Journal of Faculty of Education, 13(2), 107-133.

    Okur- Berberoglu, E. & Berberoglu, B. (2015). The comparison of historical empathy and global citizenship concepts in Turkey and New Zealand education programmes. The Journal of Çanakkale Studies (2015 Special Issue in Honour of the 100th Anniversary of the Gallipoli Battle), 18, 657-666.

    Okur, Berberoglu, E., Yalcin-Ozdilek, Y., Eryaman, M. Y., Uygun, S., & Cetinkaya- Edizer, Z. (2015). An intervention for environmental awareness: Ecopedagogy-based outdoor environmental education. Turkish Journal of Teacher Education, 4(2), 126-13.

    Okur- Berberoglu, E. (2015a). Some suggestions for Turkey within the scope of outdoor education success of New Zealand. Journal of Turkish Science Education, 12 (3), 51-64. http://dx.doi.org/10.12973/tused.10146a

    Okur- Berberoglu, E. (2015b). The Opinions of the in-service teachers to ecopedagogy-based environmental education depend on holistic perspective. Mersin University Journal of the Faculty of Education, 11 (3), 732-751. http://dx.doi.org/10.17860/efd.84664

    Okur- Berberoglu, E. (2015c). The effects of an ecopedagogy-based outdoor education on environmental knowledge gaining of in-service teachers. Turkish Journal of Teacher Education, 4(1), 30-49.

    Okur-Berberoglu, E. (2016). Using personal selling and promotion as a teaching model in education: Some examples from TUBITAK environmental education projects. Turkish Journal of Teacher Education, 5(1), 26-48.

    Okur- Berberoglu, E. (2017a). Ecological dynamics model and ecopedagogy-based outdoor experiential education. International Electronic Journal of Environmental Education, 7(2), 134-151.

    Okur- Berberoglu, E. (2017b). Outdoor experiential outdoor education: An adult centred intervention for the affective domain. International Electronic Journal of Environmental Education, 7(1), 34- 58.

    Okur- Berberoglu, E. (2018). Development of an ecoliteracy scale intended for adults and testing an alternative model by structural equation modelling. International Electronic Journal of Environmental Education, 8(2), 15-34.

    Okur- Berberoglu, E. (2019). Evaluation of zero hour contracts within ecoliteracy in New Zealand. International Electronic Journal of Environmental Education, 9 (2), 73-80.

    Okur- Berberoglu, E. (2020). Effect of ecopedagogy-based environmental education on in-service teachers’ consumer behaviour in Turkey: A follow-up study after seven years. Journal of Sustainability Education, 24, 1-22.

    Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. New York: State University Press.

    Orr, D. W. (2002). The nature of design: ecology, culture, and human intention. New York: Oxford University Press.

    Ozaner, S. (2004). How is outdoor environmental education in Turkey? What should be done?  The Published Book of V. National Ecology and Environment Congress, Bolu 5th-8th October 2004, Abant İzzet Baysal University, 67-98, Bolu.

    Pande, L. (2002). India: Our land, our life: An innovative approach to environmental education in The Central Himalayas, Education and Sustainability Responding to the Global Challenge (Ed: Daniella Tilbury, Robert B. Stevenson, John Fien, Danie Schreuder), 65-73.

    Peers, I. (1996). Statistical analysis for education and psychology researchers. Bristol, PA: Falmer Press.

    Piller, N. (2002) Outdoor education: A Dialogue between theory and practice, and implementation suggestions for the Discovery 10 program at St. George’s School. The University of British Columbia, The Faculty of Education Department of Curriculum Stud-ies, Master of Arts Thesis, Canada, 2002.

    Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207–320.

    Robertson, J. (2016). Climate change refugees’: The extent New Zealand law protects migrants displaced by climate change. Honours Thesis of Bachelor of Laws, University of Otago.

    SANZ (Sustainable Aotearoa New Zealand INC) (2009). Strong sustainability for New Zealand: Principles and scenarios. Auckland, New Zealand: Nakedize Limited Publication.

    Sencan, H. (2005). Reliability and validity in social and behavioural measurements. Ankara: Seçkin Publication.

    Simsek, Ö. F. (2007). Introduction to structural equality modeling: basic principles and LISREL applications: Ekinoks Education and counseling services). Ankara: Siyasal Publication.

    Soykan, A. (2009). Ecology-based environmental education in years between 1999- 2008 in protected areas of Turkey: Aims and objectives, problems and suggestions. Procedia Social and Behavioral Sciences, 1(1), 1704-1708.

    Statistics NZ (2018). Measuring the gender pay gap. Retrieved from http://archive.stats.govt.nz/browse_for_stats/income-and-work/Income/gender-pay-gap.aspx

    TAEK (2018). Turkish Atomic Energy Authority. Retrieved from http://www.taek.gov.tr/en/institutional/akkuyu-nuclear-power-plant.html

    The New Zealand Curriculum (2007). Retrieved from file:///C:/Users/bilber/Downloads/The-New-Zealand-Curriculum.pdf

    TUBITAK (2010) Science and Society Department, 4004 Coded Projects. Retrieved from http://www.tubitak.gov.tr/tubitak_content_files//bilimtoplum/dogaegitimi6994websiteleribilisim.pdf

    TUBITAK (2011) Science and Society Department, 4004 Coded Projects. Retrieved from  http://www.tubitak.gov.tr/tubitak_content_files//bilimtoplum/dogaegitimi/Liste_iletisim_14062011.pdf

    TUBITAK (2012). Statistics of 4004 Coded Projects. Retrieved from http://www.tubitak.gov.tr/sites/default/files/4004_web_istatistik.pdf

    Tursi, J. M. (2015). DIPR: Holistic education integrating sustainability and ecoliteracy into K-12 education in the US (Ubpublished doctoral thesis). Philadelphia University, Jordan.

    UN (United Nations) (2009). Investment policy developments in G-20 countries. Retrieved from http://unctad.org/en/Docs/webdiaeia20099_en.pdf

    UN Statistics Division (2013). Composition of macro geographical (continental) regions, geographical sub-regions, and selected economic and other groupings. Retrieved from http://unstats.un.org/unsd/methods/m49/m49regin.htm#developed

    UNFPA (2019). Gender equality. Situation in Turkey. Retrieved from https://turkey.unfpa.org/en/node/9689

    UNHCR Report (2017). 3RP Regional refugee&resilience plan 2017-2018. 2017 progress report. Retrieved from https://data2.unhcr.org/en/documents/details/60340

    Wickham, H., & Grolemund, G. (2016). R for data science: import, tidy, transform, visualize, and model data. Sebastopol, USA: O'Reilly Media, Inc.

    World Nuclear Association (2014). Chernobyl Accident 1986/ Health Impacts. Retrieved from http://www.world-nuclear.org/info/Safety-and-Security/Safety-of-Plants/Appendices/Chernobyl-Accident---Appendix-2--Health-Impacts/  23.07.2014

    Yalcin, S. & Okur, E. (2014). The effects of electromagnetic field (EMF) education within ecopedagogy on EMF awareness. Pamukkale University Journal of Education, 35 (1), 143-156.

    Yalcin-Ozdilek, S., Ozdilek, G., Okur, E., & Eryaman, M. Y. (2011). Community and nature as curriculum: A case study of an outdoor environmental education project. The International Journal of Educational Researchers, 3 (1), 33-45.

    Yardımcı, E. (2009). The effect of activity-based nature education on 4th and 5th grade pupils’ nature perception. (Published master thesis). Abant Izzet Baysal University, Turkey.

    Yolal, M. (2014). Investigation of relationship with heavy metals and river pollution at tumour tissue and normal epithelial, blood serum of patients with urogenital tumour that live near Ergene river and Turkish trace (Unpublished doctoral thesis). Trakya University Medical School, Turkey.