ABSTRACT

Context-based learning has been a highly preferred approach in science education in recent years. However, it can be seen that context-based learning has been neglected in environmental education. This study provides clues as to how the context-based learning approach is used in environmental education. It also shows that environmental measurement devices can be used in context-based learning in order to educate prospective science teachers. The aim of the study is to investigate the effect of a context-based learning approach, based on environmental measurement devices, on prospective science teachers’ self-efficacy beliefs and their environmental literacy. Fifty-four Turkish prospective science teachers participated in the study. As a result of the research, it has been determined that the context-based learning approach has a positive effect on the environmental education self-efficacy beliefs of prospective science teachers, and their environmental literacies. The qualitative data showed that the prospective science teachers’ knowledge about environmental problems increased. In addition, positive developments were observed with regard to belief in the self-efficacy of the prospective teachers in terms of environmental education. The results suggest that context-based learning, supported by environmental measurement devices, can be effectively utilised as a framework in courses or extracurricular modules for environmental education.

摘要

近年来，基于情境的学习一直是科学教育中备受青睐的方法。但是，可以看出环境教育中忽视了情境学习。这项研究提供了关于如何在环境教育中使用基于情境的学习方法的线索。它还表明，环境测量设备可用于基于情境的学习，以教育未来的科学教师。该研究的目的是调查基于环境测量设备的基于情境的学习方法对未来科学教师的自我效能信念和环境素养的影响。54 名土耳其未来的科学教师参与了这项研究。作为研究的结果，已经确定，基于情境的学习方法对未来科学教师的环境教育自我效能信念及其环境素养具有积极影响。定性数据表明，未来的科学教师对环境问题的了解有所增加。此外，在环境教育方面未来教师的自我效能感方面也观察到了积极的发展。结果表明，在环境测量设备的支持下，基于情境的学习可以有效地用作环境教育课程或课外模块的框架。定性数据表明，未来的科学教师对环境问题的了解有所增加。此外，在环境教育方面未来教师的自我效能感方面也观察到了积极的发展。结果表明，在环境测量设备的支持下，基于情境的学习可以有效地用作环境教育课程或课外模块的框架。定性数据表明，未来的科学教师对环境问题的了解有所增加。此外，在环境教育方面未来教师的自我效能感方面也观察到了积极的发展。结果表明，在环境测量设备的支持下，基于情境的学习可以有效地用作环境教育课程或课外模块的框架。