International Journal of Global Education
Yazarlar: Abdullah Karataş
Konular:-
Anahtar Kelimeler:-
Özet: Today, human-centered perspective has great effects on the emergence of global environmental problems. Cruelly and unconsciously consumption of the natural resources for the sake of more profit caused this result. Following the industrial revolution, global environmental problems, emerging with the instrumentalisation of nature for the purposes of human, threat the sustainability of all living things. Therefore, people should immediately adopt a life style in harmony with the nature. Ensuring such a harmony, the environmental education activities are of great importance. Individuals, given environmental awareness through environmental education, can play an active role in solving environmental problems and restructure the relationship between human and nature as environmental volunteers. The idea of protecting nature can be given to society by means of environmental education. To reach more sustainable future, environmental awareness of people should be raised and sustainability should be part of their lives. Economic and social aspects of environmental problems should be explained clearly through environmental education. The future of all living things depends on such an awareness raising activity. This theoretical study aims to put forward the importance of environmental education in the adoption of a sustainable life style in a society. Key Words: Environmental Education, Environmental Problems, Environmental Awareness, Sustainability Reference Aksu, C. (2011). Sürdürülebilir kalkınma ve çevre. T.C. Güney Ege Kalkınma Ajansı. Retrieved August 15, 2013, from www.geka.org.tr/indir/159/surdurulebilir-kalkinma-ve-cevre.html Alpagut, B. (1997). Doğal çevre ve insanın evrimi. Ruşen Keleş (Ed.). İnsan çevre toplum (s.113-119). Ankara: İmge. Bener, Ö., & M. Babaoğul. (2008). Consumer education as a tool for creating sustainable consumption behavior and environmental consciousness. Hacettepe University Journal of Sociological Research, 13 October. Çoban, A. (2010). Sürdürülebilir kalkınma tartışması ekseninde Bergama köylü direnişi. Deniz Yıldırım, Evren Haspolat (Ed.). Değişen İzmir’i anlamak (s. 561-599). Ankara: Phoenix. Deniş, H., & Genç, H. (2010). Investigating 8th class students’ attitudes towards the national parks in their immediate environment to the same variables (the case of Isparta province). The Journal of Graduate School of Natural Applied Science of Mehmet Akif Ersoy University. 1, p.9-25. Geray, C. (1997). Çevre için eğitim. Ruşen Keleş (Ed.). İnsan çevre toplum (s.323-342). Ankara: İmge. Gülay, H., & Önder, A. (2011). Sürdürülebilir gelişim için okulöncesi dönemde çevre eğitimi. Ankara: Nobel. Keleş, R., Hamamcı, C., & Çoban, A. (2009). Çevre politikası. Ankara: İmge. Namuth, D., Fritz, S., King, J., & Bore, A., (2005). Principles of sustainable learning object libraries. Interdisciplinary Journal of Knowledge and Learning Objects. 1, p. 181-196. Şimşekli, Y. (2004). Sensitivity of elemantary schools to the environmental education activities for increasing environmental knowledge. Jornal of Uludağ University Faculty of Education. 17, p. 83-92. Tanrıverdi, B. (2009). Analyzing primary school curriculum in terms of sustainable environmental education. Journal of Education and Science. 34, p. 89-103. T.C Environmental Law. Number: 2872. Adoption Date: 09.08.1983. Issue:18132. 22, p. 499. T.C. Ministry of National Educational. (2009). MEGEP-Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Çocuk Gelişimi ve Eğitimi Çocukla İletişim. Ankara.. Uslu, O. (1998). Ekonomik ve ekolojik uygulamalarda sürdürülebilir kalkınmanın yeri. Sürdürülebilir kalkınmanın uygulanması. Ankara: Türkiye Çevre Vakfı. Yücel, S. A., & Morgil, F. İ. (1998). Yükseköğretimde çevre olgusunun araştırılması. Jornal of Hacettepe University Faculty of Education.14, p. 84-91.