The study presents the change in precipitation and temperature of the Central Anatolia region which a semi-arid climate prevails. The climatic data consists of the monthly rainfall totals and temperatures from 33 stations in region for the period of . The spatial distribution, the inter-seasonal and the inter-annual amounts of rainfall were studied, along with the vulnerability of Central Anatolia to desertification processes and the place of this semiarid region. Annual temperature frequency has been calculated and shows significant increase in temperature of approximately 2.6% corresponding to 0.4˚C. The change in climate was determined according to Erinç's aridity index. Semi-arid and semi-humid climate types prevailed in Ürgüp, Kirikkale, Develi, Kirşehir and Akşehir between 1975 and 1990. However, arid and semi-arid conditions prevailed in these stations after 1990. The decrease of the mean rainfall intensity (MRI) has varied between 0.3% and 21% annually since 1990. Decreases in seasonal rainfall intensity (SRI) and annual rainfall totals are found generally in the south, east and southeast of the region. Increases in SRI and annual rainfall totals are observed in the north and northwest of the region however, these increasing percentages are not as great as the decreasing percentages. Rainfall series have been analyzed for long-term trend according Mann-Kendall test. Results of this test indicate that a decreasing trend of winter and spring rainfall intensity is evident, whereas a generally increasing trend is observed for summer and autumn rainfall intensity. These changes began in the late 1970s and early 1980s across most of Central Anatolia.
İklim Değişikliği Eğitimi (İDE) son yıllarda kendi kimliğini oluşturmaya başlamış bir yaklaşımdır. Birçok ülke UNESCO'nun çağrısına uyarak küresel iklim değişikliğini, İDE yaklaşımına göre öğretim programlarına entegre etmeye başlamışlardır. Bu çalışmanın amacı PISA (2015) sınavında yüksek puan elde eden ülkelerin İklim, İklim Değişikliği, Küresel Isınma konularının verildiği ortaokul öğretim programlarını hedef (kazanım) açısından Türkiye öğretim programları ile karşılaştırmaktır. Çalışmada elde edilen veriler nitel araştırma yöntemlerinden doküman incelemesi yöntemi ile toplanmıştır. İklim ve iklim değişikliği ile ilgili konular İDE yaklaşımına uygun olarak Almanya, ABD, Avustralya, Kanada, İspanya, Güney Afrika Cumhuriyeti (GAC) ve Türkiye'de disiplinlerarası yaklaşımla verilirken İsveç'te disipliner yaklaşımla verilmektedir. Finlandiya ve İngiltere'de ise hem disipliner hem de multidisipliner dersler aracılığı ile öğrencilere aktarılmaktadır. İDE'nin bileşenlerinden biri olan "iklim değişikliğini yerel unsurlarla bütünleştirme" Finlandiya, İsveç, İspanya, Kanada, Almanya ve GAC öğretim programlarında yer alırken özellikle Finlandiya ve Avustralya'da kıtasal karşılaştırmalara da yer verilmektedir. ABD, İngiltere ve Türkiye'de ise sürdürülebilirlik konuları ve iklim değişikliğinin yerel etkileri yüzeysel olarak verilmektedir. Finlandiya'da Baltık bölgesinin çevre sorunlarına, GAC'da Afrika kıtasında yaşanan çevre sorunlarından özellikle su kıtlığına, Avustralya'da ise Avustralya'nın ekolojik sorunlarına yer verilmektedir. Geçmiş dönem iklim değişikliklerini öğretebilmek İDE yaklaşımında öne çıkan bir hususken sadece İngiltere'de öğrenciler buzul çağından günümüze kadar yaşanan iklim değişikliklerini yorumlayabilmeyi öğrenmektedirler.
Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey’s social studies curriculum is more related to SD’s social dimension principles; the science curriculum is more related to SD’s environmental dimension principles; and Germany’s geography, nature and technology curricula are more related to SD’s environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries’ curricula has been determined to be very low. Especially in Germany’s curricula, unlike Turkey’s curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included.
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