Öz

Bu çalışmada, Türkiye genelindeki 153 ilkokulda (65 il) toplam 1350 öğretmen ve 35.000 öğrenci ile uygulanan 8 haftalık Anlamaya Dayalı Tasarım temelli iklim değişikliği programının değerlendirilmesi amaçlanmıştır. 35 ildeki 77 okuldan 402 öğretmen, programı değerlendirmek için öğretmen görüş formunu doldurmuştur. Ayrıca Türkiye'nin üç büyük ilinde toplam 26 öğretmenin katıldığı üç odak grup görüşmesi yapılmıştır. Odak grup görüşmeleri ve öğretmen görüş formlarında öğretmenlerden öğretim programını bağlam, girdi, süreç ve ürün açısından değerlendirmeleri istenmiştir. Odak grup görüşmeleri ve öğretmen görüş formlarından elde edilen transkriptler içerik analizi ile analiz edilmiştir. Çalışmanın bulgularına göre, öğretim programı öğretmenlerin iklim değişikliği eğitimine yönelik ihtiyaçlarını etkili bir şekilde karşılamış, etkinlikler öğrencilerin bilgiyi anlamalarına ve günlük yaşamlarına aktarmalarına yardımcı olmuştur. Ancak fiziksel kısıtlamalar ve zaman yetersizliği nedeniyle bazen etkinlikler istenilen şekilde tamamlanamamıştır. Sonuç olarak bu araştırma, Anlamaya Dayalı Tasarım ile geliştirilen iklim değişikliği eğitiminin, öğrencilerin iklim değişikliği eğitiminin nihai hedefleri olan bilgiyi günlük yaşamlarında kavramaları ve uygulamaları açısından etkili olduğunu bulmuştur.

Anahtar Kelimeler: İklim değişikliği eğitimi, İklim eylemi, Kaliteli eğitim, Tasarımla anlama, İlköğretim

Kaynakça

  1. Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191-206. https://doi.org/10.1177/0973408212475199.
  2. Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686. https://doi.org/10.1080/09500693.2012.680618
  3. Axelrod, Y. D., Ives, D., & Weaver, R. (2020). We are all learning about climate change: Teaching with picture books to engage teachers and students. Occasional Paper Series, 2020(44). https://doi.org/10.58295/2375-3668.1367
  4. Baker, C., Clayton, S., & Bragg, E. (2021). Educating for resilience: Parent and teacher perceptions of children’s emotional needs in response to climate change. Environmental Education Research, 27(5), 687-705. https://doi.org/10.1080/13504622.2020.1828288
  5. Banks, K. I., & Taylor, C. A. (2025). Climate change education in primary schools: Using arts-based methods to access student voice and examine the UK National Curriculum. Environmental Education Research, 31(12), 2552-2572. https://doi.org/10.1080/13504622.2025.2460718
  6. Barak, B., & Göneçgil, B. (2020). A comparison of secondary school curricula in terms of climate change education in the world and Turkey. Journal of Geography, (40), 187-201. https://doi.org/10.26650/JGEOG2019-0039
  7. Bardsley, D. K., & Bardsley, A. M. (2007). A constructivist approach to climate change teaching and learning. Geographical Research, 45(4), 329-339. https://doi.org/10.1111/j.1745-5871.2007.00472.x
  8. Berger, P., Gerum, N., & Moon, M. (2015). “Roll up your sleeves and get at it!” Climate change education in teacher education. Canadian Journal of Environmental Education, (20), 154-172.
  9. Bloch, M., Swadener, B. B., & Cannella, G. S. (2014). Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism: A reader. Peter Lang. https://doi.org/10.3726/978-1-4539-1237-9
  10. Carrier, S. J. (2012). Climate change education in elementary school. Journal for Activist Science and Technology Education, 4(1), 41-44.
  11. Chang, C. H. (2015). Teaching climate change-a fad or a necessity?. International Research in Geographical and Environmental Education, 24(3), 181-183. https://doi.org/10.1080/10382046.2015.1043763
  12. Colston, N. M., & Ivey, T. A. (2015). (Un)Doing the next generation science standards: Climate change education actor-networks in Oklahoma. Journal of Education Policy, 30(6), 773-795. https://doi.org/10.1080/02680939.2015.1011711
  13. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
  14. Cumhurbaşkanlığı Strateji ve Bütçe Ofisi. (2019). 2020 Year Presidential Program. http://www.sbb.gov.tr/wp-content/uploads/2019/11/2020_Yili_Cumhurbaskanligi_Yillik_Programi.pdf
  15. Çevre, Şehircilik ve İklim Değişikliği Bakanlığı. (2011). Republic of Türkiye climate change action plan 2011-2023. https://webdosya.csb.gov.tr/db/iklim/editordosya/iklim_degisikligi_eylem_plani_EN_2014.pdf
  16. Davis, J. (2010) What is early childhood education for sustainability?. In J. Davis (Ed.), Young children and the environment: Early education for sustainability (pp. 21-42). Cambridge University Press. https://doi.org/10.1017/CBO9781107280236.004
  17. Demant-Poort, L., & Berger, P. (2021). “It is not something that has been discussed”: Climate change in teacher education in Greenland and Canada. Journal of Geoscience Education, 69(2), 207-219. https://doi.org/10.1080/10899995.2020.1858265
  18. Dowd, A. J., Pisani, L., Dusabe, C., & Howell, H. J. (2017). Leveraging the enthusiasm of parents and caregivers for lifewide learning. The UNICEF Education Think Piece Series, 389(10064), 24.
  19. Elliott, S., & Davis, J. (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood, 41(2), 65-77. https://doi.org/10.1007/BF03168879
  20. Foss, A. W., & Ko, Y. (2019). Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas. The Journal of Environmental Education, 50(3), 145-159. https://doi.org/10.1080/00958964.2019.1604479
  21. Gillenwater, M. (2011). Filling a gap in climate change education and scholarship. Greenhouse Gas Measurement and Management, 1(1), 11-16. https://doi.org/10.3763/ghgmm.2010.0012
  22. Ginsburg, J. L., & Audley, S. (2020). “You don’t wanna teach little kids about climate change”: Beliefs and barriers to sustainability education in early childhood. International Journal of Early Childhood Environmental Education, 7(3), 42-61.
  23. Higde, E., Oztekin, C., & Sahin, E. (2017). Turkish pre-service science teachers’ awareness, beliefs, values, and behaviours pertinent to climate change. International Research in Geographical and Environmental Education, 26(3), 253-263. https://doi.org/10.1080/10382046.2017.1330040
  24. Joffe, H. (2012). Thematic analysis. In D. Harper & A. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: An introduction for students and practitioners (pp. 209-223). Wiley-Blackwell. https://doi.org/10.1002/9781119973249.ch15
  25. Kadıoğlu, M. (2012). Türkiye’de iklim değişikliği risk yönetimi. T.C. Çevre ve Şehircilik Bakanlığı. https://www.researchgate.net/profile/Mikdat-Kadioglu/publication/258108645_Turkiye%27de_Iklim_Degisikligi_Risk_Yonetimi/links/02e7e526fa28021a95000000/Tuerkiyede-Iklim-Degisikligi-Risk-Yoenetimi.pdf
  26. Lambert, J. L., & Bleicher, R. E. (2013). Climate change in the preservice teacher’s mind. Journal of Science Teacher Education, 24(6), 999-1022. https://doi.org/10.1007/s10972-013-9344-1.
  27. Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S., Strnad, R., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458-462. https://doi.org/10.1038/s41558-019-0463-3
  28. Madden, L., Joshi, A., Wang, M., Turner, J., & Lindsay, S. (2023). Parents’ perspectives on climate change education: A case study from New Jersey. ECNU Review of Education, 8(1), 184-202. https://doi.org/10.1177/20965311231200507
  29. Mochizuki, Y., & Bryan, A. (2015). Climate change education in the context of education for sustainable development: Rationale and principles. Journal of Education for Sustainable Development, 9(1), 4-26. https://doi.org/10.1177/0973408215569109
  30. Monroe, M. C., Plate, R. R., Oxarart, A., Bowers, A., & Chaves, W. A. (2019). Identifying effective climate change education strategies: A systematic review of the research. Environmental Education Research, 25(6), 791-812. https://doi.org/10.1080/13504622.2017.1360842
  31. OECD. (2013). PISA 2012 results: What makes schools successful (Volume IV): Resources, policies and practices. PISA, OECD Publishing. https://doi.org/10.1787/9789264201156-en
  32. Papadimitriou, V. (2004). Prospective primary teachers’ understanding of climate change, greenhouse effect, and ozone layer depletion. Journal of Science Education and Technology, 1(2), 299-307. https://doi.org/10.1023/B:JOST.0000031268.72848.6d
  33. Parth, S., Schickl, M., Keller, L., & Stoetter, J. (2020). Quality child-parent relationships and their impact on intergenerational learning and multiplier effects in climate change education. Are we bridging the knowledge-action gap?. Sustainability, 12(17), 7030. https://doi.org/10.3390/su12177030
  34. Schwandt, T. A., Lincoln, Y. S., & Guba, E. G. (2007). Judging interpretations: But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 2007(114), 11-25. https://doi.org/10.1002/ev.223
  35. Seow, T., & Ho, L.-C. (2016). Singapore teachers’ beliefs about the purpose of climate change education and student readiness to handle controversy. International Research in Geographical and Environmental Education, 25(4), 358-371. https://doi.org/10.1080/10382046.2016.1207993
  36. Stufflebeam, D. L. (1971). Educational evaluation and decision making. F.E. Peacock.
  37. Stufflebeam, D. L. (2003). The CIPP model for evaluation. In D. L. Stufflebeam & T. Kellaghan (Eds.), The international handbook of educational evaluation (pp. 31-62). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-010-0309-4_4
  38. Temel, S. C. (2020). Spatial usage and qualifications of outdoor recreation areas in primary schools: A case study from Üsküdar. GRID-Architecture Planning and Design Journal, 3(1), 74-96. https://doi.org/10.37246/grid.626407
  39. Wiggins, G. & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
  40. Wiggins, G. & McTighe, J. (2007). Schooling by design. Association for Supervision and Curriculum Development.
  41. Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Association for Supervision and Curriculum Development.
  42. Willis, D. G., Sullivan-Bolyai, S., Knafl, K., & Cohen, M. Z. (2016). Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Western Journal of Nursing Research, 38(9), 1185-1204. https://doi.org/10.1177/0193945916645499
  43. Yılmaz, O. & Ertürk, F. (2016). A research on adequacy of school garden as a public open green space in Çanakkale city center. Çanakkale Onsekiz Mart University, Journal of Graduate School of Natural and Applied Sciences, 2(2), 45-55. https://doi.org/10.28979/comufbed.277918
  44. Yin, R. K. (2011). Qualitative research from start to finish. Guilford Publications.
  45. Yurtseven, N. (2020). Enriching Alpha classes with UbD-based instructional design. In N. Yurtseven (Ed.), The teacher of generation alpha (pp. 43-58). Peter Lang Publishing. https://doi.org/10.3726/b16823

Telif hakkı ve lisans

Telif Hakkı © 2026 Yazar(lar). Açık erişimli bu makale, orijinal çalışmaya uygun şekilde atıfta bulunulması koşuluyla, herhangi bir ortamda veya formatta sınırsız kullanım, dağıtım ve çoğaltmaya izin veren Creative Commons Atıf Lisansı (CC BY) altında dağıtılmıştır.

Nasıl atıf yapılır

Saraç, S., Yapıcı, N., & Güneş, H. (2025). İlkokulda iklim değişikliği eğitimi. Eğitim Ve Bilim, 51(225), 205-225. https://doi.org/10.15390/ES.2026.2503