Araştırma Makalesi
Yıl 2017,
Cilt: 3 Sayı: 9, 450 - 457, 27.12.2017
Öz
Kaynakça
- Ali Khan, S. (1996). A vision of a 21st-century community learning centre. In: J. Huckle & S. Sterling (Eds), Education for Sustainability (222-227). London: Earthscan. Bell, J. (2010). Doing your research project: a guide for first-time researchers in education health and social science (5nd ed.). Maidenhead: Open University Press. Breiting S., Mayer, M. & Mogensen, F. (2005). Quality Criteria for ESD-Schools. Vienna: ENSI. Bryman, A. (2012). Social research methods. 4th ed. Oxford: Oxford University Press. Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in Education (7th ed.). London: Routledge. Cruickshank, H. and Fenner, R. (2012). Exploring key sustainable development themes through learning activities. International Journal of Sustainability in Higher Education, 13(3), 249-262. Department of Education and Skills (DfES). (2005). Sustainable Schools for Pupils, Communities and the Environment: Securing the future delivering UK sustainable development strategy. Nottingham. Gough, A. (2005). Sustainable Schools: Renovating educational processes, Applied Environmental Education and Communication, 4, 339-351. Hargreaves A. & Fink D. (2003). The Seven Principles of Sustainable Leadership, Educational Leadership, 61, 7, 1-12. Hargreaves, A. & Fink, D. (2006). Sustainable leadership. San Francisco CA: Jossey-Bass. Harris, A. (2008). Leading sustainable schools. London: Specialist Schools and Academies Trust. Henderson, K. & Tilbury, D. (2004). Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs, report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of the Environment and Heritage, Australian Government. Huckle, J. (2002). Education for Sustainability: a guide for primary schools, National Primary Trust. Jensen, B.B. & Schnack, K. (1997). The Action Competence Approach in Environmental Education, Environmental Education Research, 3(2). 163-178. Jensen, B.B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8 (3), 325-334. Jensen, B. & Schnack, K. (2006). The Action Competence Approach in Environmental Education. Environmental Education Research Vol. 12, No 3/4, 471-486. Papavasileiou, V. (2015). Sustainable Development and Education: A multidimensional relationship. Athens: Diadrasi. (in Greek) Papavasileiou, V., Nikolaou, E., Xanthacou,Y. Papadomarkakis, I., Matzanos, D. & Kaila, M. (2017). Student preschool teachers' views about the pedagogical context of sustainable kindergarten. Proceedings of INTCESS 2017 4th International Conference on Education and Social Sciences. Istanbul, Turkey, 6-8 February, 2017 Posch, P. (1999). The Ecologisation of Schools and its Implications for Educational Policy. Cambridge Journal of Education, 29(3), 341-348. Pozzi, F., Manca, S., Persico, D., & Sarti, L. (2007). A general framework for tracking and analyzing learning processes in computer-supported collaborative learning environments. Innovations in Education and Teaching International, 44(2), 169-179. Schnack, Κ. (1998). Why focus on conflicting interests in environmental education, in Ahlberg M. & Fihlo, W. (Εds), Environmental Education for Sustainability: Good Environment, Good Life. Frankfurt: Peter Lang. 83-96. Scoullos, M. & Malotidi, V. (2004). Handbook on methods used in Environmental Education and Education for Sustainable Development, MIO-ECSDE, Athens. Sterling, S. (2001). Sustainable Education. Devon, England: Green Books. Sterling, S. (2011). Transformative learning and sustainability: sketching the conceptual ground. Learning and Teaching in Higher Education, Issue 5, 17-33. Tilbury, D. (1995) Environmental Education for Sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research 1(2), 195-212. Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. Paris: UNESCO. Tilbury, D., Mulà, I. (2009). Review of Education for Sustainable Development Policies from a Cultural Diversity and Intercultural Dialogue: Gaps and Opportunities for Future Action. Paris: UNESCO. UNESCO (2005). UN Decade of Education for Sustainable Development 2005-2014, International Implementation Scheme, Draft, Paris: UNESCO. UNESCO (2017). Schools in action, global citizens for sustainable development: a guide for students. Paris: UNESCO. Woo, Y.L., Mokhtar, M. Komoo, I. & Azman, N. (2012). Education for Sustainable Development: A Review of Characteristics of Sustainability Curriculum. OIDA International Journal of Sustainable Development, 03(08), 33-43.
THE SOCIAL/ORGANIZATIONAL FRAMEWORK OF THE OPERATION OF SUSTAINABLE KINDERGARTEN: STUDENT PRESCHOOL TEACHERS' VIEWS
Öz
The aim of the present research is to explore
students' views about the social/organizational framework of the operation of
the sustainable kindergarten. The research was conducted between March to May
2017. Case study was chosen as the main method, employing a questionnaire as
the main methodological tool. The research population was the fourth year
students of the Department of Preschool Education Sciences and Educational
Design of the University of the Aegean in Rhodes (Greece). The sample was
selected by random sampling.
The results of this research study indicate that
the majority of students consider the "sustainable school" identical
to "ecological school" and "bioclimatic school", as they
emphasize the infrastructure. It is also noted that the majority of students of
the research sample disagrees with the view that a sustainable kindergarten is
sometimes governed democratically and sometimes in an authoritarian way.
However, the total number of students who express the opposite view or respond
that they do not know, are more than half.
Moreover, research data indicate that the majority
of students agree with the participation of pupils in decision-making regarding
the operation of a sustainable kindergarten. They also agree with the view that
the local community participates in the activities-actions of a sustainable
kindergarten. However, the percentages of the participants expressing the
opposite view or not expressing opinion are very high. In addition, as far as
the management of a sustainable kindergarten is concerned, the majority of the
respondents state that the role of the head of the kindergarten is dominant,
while the role of important agents, such as the students, teachers'
association, parents' association and the local community, is underestimated.
Anahtar Kelimeler
Preschool education sustainable kindergarten social/organizational framework
Kaynakça
- Ali Khan, S. (1996). A vision of a 21st-century community learning centre. In: J. Huckle & S. Sterling (Eds), Education for Sustainability (222-227). London: Earthscan. Bell, J. (2010). Doing your research project: a guide for first-time researchers in education health and social science (5nd ed.). Maidenhead: Open University Press. Breiting S., Mayer, M. & Mogensen, F. (2005). Quality Criteria for ESD-Schools. Vienna: ENSI. Bryman, A. (2012). Social research methods. 4th ed. Oxford: Oxford University Press. Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in Education (7th ed.). London: Routledge. Cruickshank, H. and Fenner, R. (2012). Exploring key sustainable development themes through learning activities. International Journal of Sustainability in Higher Education, 13(3), 249-262. Department of Education and Skills (DfES). (2005). Sustainable Schools for Pupils, Communities and the Environment: Securing the future delivering UK sustainable development strategy. Nottingham. Gough, A. (2005). Sustainable Schools: Renovating educational processes, Applied Environmental Education and Communication, 4, 339-351. Hargreaves A. & Fink D. (2003). The Seven Principles of Sustainable Leadership, Educational Leadership, 61, 7, 1-12. Hargreaves, A. & Fink, D. (2006). Sustainable leadership. San Francisco CA: Jossey-Bass. Harris, A. (2008). Leading sustainable schools. London: Specialist Schools and Academies Trust. Henderson, K. & Tilbury, D. (2004). Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs, report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of the Environment and Heritage, Australian Government. Huckle, J. (2002). Education for Sustainability: a guide for primary schools, National Primary Trust. Jensen, B.B. & Schnack, K. (1997). The Action Competence Approach in Environmental Education, Environmental Education Research, 3(2). 163-178. Jensen, B.B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8 (3), 325-334. Jensen, B. & Schnack, K. (2006). The Action Competence Approach in Environmental Education. Environmental Education Research Vol. 12, No 3/4, 471-486. Papavasileiou, V. (2015). Sustainable Development and Education: A multidimensional relationship. Athens: Diadrasi. (in Greek) Papavasileiou, V., Nikolaou, E., Xanthacou,Y. Papadomarkakis, I., Matzanos, D. & Kaila, M. (2017). Student preschool teachers' views about the pedagogical context of sustainable kindergarten. Proceedings of INTCESS 2017 4th International Conference on Education and Social Sciences. Istanbul, Turkey, 6-8 February, 2017 Posch, P. (1999). The Ecologisation of Schools and its Implications for Educational Policy. Cambridge Journal of Education, 29(3), 341-348. Pozzi, F., Manca, S., Persico, D., & Sarti, L. (2007). A general framework for tracking and analyzing learning processes in computer-supported collaborative learning environments. Innovations in Education and Teaching International, 44(2), 169-179. Schnack, Κ. (1998). Why focus on conflicting interests in environmental education, in Ahlberg M. & Fihlo, W. (Εds), Environmental Education for Sustainability: Good Environment, Good Life. Frankfurt: Peter Lang. 83-96. Scoullos, M. & Malotidi, V. (2004). Handbook on methods used in Environmental Education and Education for Sustainable Development, MIO-ECSDE, Athens. Sterling, S. (2001). Sustainable Education. Devon, England: Green Books. Sterling, S. (2011). Transformative learning and sustainability: sketching the conceptual ground. Learning and Teaching in Higher Education, Issue 5, 17-33. Tilbury, D. (1995) Environmental Education for Sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research 1(2), 195-212. Tilbury, D. (2011). Education for Sustainable Development: An Expert Review of Processes and Learning. Paris: UNESCO. Tilbury, D., Mulà, I. (2009). Review of Education for Sustainable Development Policies from a Cultural Diversity and Intercultural Dialogue: Gaps and Opportunities for Future Action. Paris: UNESCO. UNESCO (2005). UN Decade of Education for Sustainable Development 2005-2014, International Implementation Scheme, Draft, Paris: UNESCO. UNESCO (2017). Schools in action, global citizens for sustainable development: a guide for students. Paris: UNESCO. Woo, Y.L., Mokhtar, M. Komoo, I. & Azman, N. (2012). Education for Sustainable Development: A Review of Characteristics of Sustainability Curriculum. OIDA International Journal of Sustainable Development, 03(08), 33-43.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 27 Aralık 2017 |
| Gönderilme Tarihi | 3 Eylül 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 9 |
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